DD14 (will refer to her as twin 1) was diagnosed with autism and dyslexia some years ago, and has been using extra time for years, as she came into secondary school has also started typing. Her twin sister has always been relatively ‘intelligent’ - when she revises she usually gets 70+ (often high 80s - high 90s) when she doesn’t she normally gets 50-60. DH and I never really cared about exam results, as long as they work hard - twin 1 is very sporty and that’s where she shines, twin 2 is very musical and that’s her thing. Both girls are in year 9, so the first sort of presence of GCSEs has begun creeping into our lives. Twin 2 was diagnosed with autism right at the end of year 8, and although she is pretty smart, her SENDco says she qualifies for certain access arrangements. DH and I are relaxed and think she should do what she feels is right. Twin 2 thinks they would likely be helpful but from what I can tell is a bit nervous that people in her year will question why the ‘smart kid’ has extra time/rest breaks or separate invigilation. She recognises that isn’t a reason to turn down access arrangements, and twin 1 is also very supportive of her using them (in her words ‘How many conclusions [in essays] have you written since year 7? If you can count them on your fingers, you should take the time.’ She can definitely count them on her fingers.) Anyway, if anyone else has a ‘smart’ kid who uses access arrangements, what is your experience? Or anyone else with an opinion.