I am trying to get my head around the possible adjustments that can be made for pupils with SEN in exams. I have been reading the JCQ guidelines and SEN code of practice and info on the NAS site to prepare for my meeting with the school SENCo and hopefully get the the bottom of what is appropriate support for ds in this exam.
I am reading JCQ SEN access adjustments guidelines and it uses examples of different adjustments for pupils taking GCSEs etc. like a scribe or word processor as only appropriate if it "reflects his normal way of working within the centre " .
I am assuming that means they use a scribe in class or a word processor. Now that is entirely reasonable with SEN such as Dyslexia, but in my ds case he is an Anxious HF ASD with tic disorder and sensory issues. His conditions and mood and environment impact his needs daily. So what is 'normal' is not so easy to define. He is struggling with the legibility of his handwriting and the school just put him in handwriting club, this is not going to improve his writing. His awkward way of holding his pen is due to his sensory issues and lack of spatial awareness, he cannot bear to have things touching his wrists and he holds his pen to avoid touching the page (an awkward crabbed hand position) he forms his letters in a weird and wonderful way and refuses to learn an alternative (rigidity and anxiety and sensory issues all apply here!). The fact he manages in class is due to the familiarity of the teachers with his issues and handwriting and he types all his homework where possible.
This year (y8) he is in top sets and is expected to take a 'half' GCSE in Thinking and reasoning skills in the Summer. He has been informed that he will not be able to use a scribe (as he did in the SATs) and that there is a concern that his handwriting legibility will prevent him from doing well in the final exam. They have not offered any support over than handwriting club .
So the Joint Qualifications Committee guidelines talk about 'normal for the centre' (school I suppose they mean), as criteria for support in exams. By this I can only assume that DS will not be eligible for a scribe or a word processor - despite the fact that Autism is very much affected by the individuals circumstances ds will be anxious in the exam, that will increase his tics and his sensory issues so his handwriting will be worse. Exam conditions are not 'normal' so why are the guidelines so rigid? or have I misinterpreted? Any thoughts or experience would be brilliant.
I have requested a meeting to try and work out what to do. Ds is obviously my main concern, I also have a younger dd (with ASD) due to do her SATs this spring so I am going to be faced with 2 dc with exams to worry about. Which is nice . I will also need to work out how to approach the issue when ds is doing his GCSEs proper in 3 years.
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AIBU?
to think that in school class conditions and exam conditions are different.
14 replies
bigmouthstrikesagain · 03/10/2016 11:45
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