Guidelines for Marking the work of Students who - University of ...

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12. Special examination arrangements for studentswith dyslexia1. A student with dyslexia may have recommendations for specialexamination arrangements, such as additional time, a reader/amanuensisor the use of a word processor.2. Where a support worker acts as a reader/amanuensis, the student withdyslexia should be placed in a separate room from other candidates. Forexaminations that take place in the main examination weeks, theAssessment and Conferment Unit will arrange for invigilators to bepresent. For internal tests or examinations, it is the responsibility of themodule tutor to ensure s/he is satisfied that appropriate examinationconditions have been arranged. It should be noted that a support workercould not be expected to take a dual role and also act as an invigilator.3. When extra time is granted, this will usually be 25%, which is equivalent toan extra 15 minutes for each hour.4. If possible, a student with dyslexia who is receiving extra time should beplaced in a room separate from main candidates to avoid the distraction ofothers leaving the examination room. It is permissible for several studentsreceiving extra time to be placed in a room together and this is anarrangement frequently made by the Assessment and Conferment Unit. Ifit is not possible to provide a separate room, a further 10 minutes shouldbe added to the total examination time in addition to the 25% extra time.This will help compensate for the noise and distraction caused when maincandidates leave the examination room. The member of staff invigilatingshould not draw attention to the fact that a student with dyslexia willremain in the examination room, to ensure that a student’s dyslexia is notdisclosed to other students.5. A student with dyslexia may find his or her examination lasts an usuallylong time, due to the additional time that has been added. For this reason,s/he can request a rest break during an examination that is due to lastlonger than 4½ hours. On arrival at the examination venue, the studentshould alert the invigilator to the fact that a rest break may be requestedduring the examination and discuss how the invigilator can be alerted tothis (for example, by the student raising his or her hand). Providing morethan one invigilator is present for the examination, It would be appropriatefor an invigilator to accompany a student who wishes to leave the room toensure that examination conditions continue to be met.Page 12 of 13
5. In the event that a student with dyslexia is still experiencing a significantdisadvantage in undertaking examinations in spite of the aboveconcessions, an alternative assignment method may be appropriate forthe module assessment. A student can discuss this issue with his or herSpecial Needs Tutor, who will liaise with the relevant academic staff todiscuss suitable arrangements. This will take account of the individualcourse and allow consideration for the maintenance of academicstandards.13. Confidentiality of information relating to studentswith dyslexia1. If a student informs you that s/he has dyslexia, establish whether s/he hasmade contact with the Student Enabling Centre. Whether or not s/he has,it is your responsibility under Part 4 of the Disability Discrimination Act toact upon your knowledge of the student’s disability. It is appropriate toexplain this to the student and identify him/her to the Student EnablingCentre. If the student objects to you informing anyone of his/her dyslexia,it is advisable that you obtain this statement in writing with the student’ssignature for the legal protection of yourself and the University ofWolverhampton. It will then be permissible to treat the information inconfidence. If you are in any doubt, speak to a member of staff within theStudent Enabling Centre without revealing the student’s identity.2. The fact that a student has dyslexia must not be revealed to any otherstudent within the university. It is particularly important to be wary ofdiscussing the student’s needs casually in public places where otherstudents may overhear. Nor should facts about special provision for thestudent be mentioned in any situation where other students are present(for example, informing a student with dyslexia during a lecture that s/hecan have extra time for an examination), as this will effectively reveal thespecial needs to other students.3. If you need to discuss issues relating to the student’s dyslexia with othermembers of staff, inform the student that you propose to do this andconfirm that s/he is in agreement. If the student is not in agreement, thenconfidentiality can only be broken if a health and safety issue is at stake.Where circumstances allow, it may be appropriate to discuss the issuewithout revealing the student’s identity.Page 13 of 13
Page 1 and 2: Student Enabling Centre: Dyslexia U
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