POLICIES & PROCEDURES:
REASONABLE ADJUSTMENTS
1. Introduction
1.1 Reasonable Adjustments may be granted in circumstances, which address and help to reduce the effect of a disability or difficulty that would substantially disadvantage a learner during an examination or assessment situation
2. Identification of Learners’ Needs
2.1 Any adjustment should be based on the individual learner’s need to access the assessment. Centres have a responsibility to provide effective procedures for the identification of learners’ needs that comply with the requirements of Disability and Discrimination Legislation.
2.1.1 Centres should:
• identify learners having or likely to have difficulties accessing assessment;
• advise learners to make any adjustment needs known to Centre staff at the earliest opportunity
• ensure Centre staff decide in conjunction with the learner what adjustment may be required;
• when identifying the adjustment(s) necessary, take into consideration the learner’s normal way of working and how previous assessment has been made during teaching, as well as the assessment requirements of the qualification.
2.1.2 Once the appropriate adjustment has been identified, it should be documented for audit purposes.
2.1.3 Any application for Reasonable Adjustment must be supported by evidence which is valid, sufficient and reliable.
2.1.4 If the Reasonable Adjustment is permitted at the discretion of the Centre, the Reasonable Adjustment form must be completed and submitted to the Awarding body at the end of each quarter.
2.1.5 All Approved Centres will be provided with a list of Sources of Additional Information with details of numerous organisations, which may be able to, assist learners with disabilities/Reasonable Adjustments.
2.1.6 A learner with a Statement of Special Educational Needs is not automatically eligible for Reasonable Adjustment. The candidate’s needs would be identified to ensure that the demands of the qualifications are taken into account.
3. Categories of Need
The following types of Reasonable Adjustments are relevant to the categories of need listed below:
Physical Environment – the provision of:
3.2.1 a reader, writer or interpreter according to individual need;
3.2.2 suitable mechanical or electrical aids;
3.2.3 an alternatively formatted question paper, e.g. with enlarged print, or different paper colour;
3.2.4 extra 25% assessment time allowance.
Visual Impairment – the provision of:
3.3.1 a reader, writer or interpreter according to individual need;
3.3.2 suitable mechanical or electrical aids;
3.3.3 an alternatively formatted question paper, e.g. with enlarged print, or different paper colour;
3.3.4 extra 25% assessment time allowance.
Hearing Impairment – the provision of:
3.4.1 a communicator and/or interpreter;
3.4.2 appropriate mechanical or electrical devices
3.4.3 any additional aids as recommended by a specialist teacher of the deaf;
3.4.4 extra 25% assessment time allowance.
Learning Difficulties – the provision of:
3.5.1 a reader and/or writer;
3.5.2 audio visual aids according to candidate’s need;
3.5.3 extra 25% assessment time allowance.
Medical Conditions
3.6.1 arrangements to be made according to candidate’s individual need;
3.6.2 extra 25% assessment time allowance.
English as a second/additional Language – the provision of:
3.7.1 a non-electronic bilingual dictionary;
3.7.2 a reader and/or writer;
3.7.3 extra 25% assessment time allowance.
4. Language Translators
Please note that Crosby Training does not allow the use of translators to assist learners who do not speak, write or understand English.
We do, however, allow the provision of a reader and/or writer for candidates who do not speak English as their first language, as well as the use of translation dictionaries. Centres wishing to provide these reasonable adjustments must notify us prior to the assessment taking place and in accordance with procedures stated in section 7 of this document.
5. Translated Examination Papers (HABC only)
HABC will be producing translated papers across our range of qualifications in a selection of different languages. For more information and to register your interest in translated papers, please contact HABC on 0845 226 0350 or email your Account Manager directly.
6. Role Definition of Readers & Writers
6.1 A reader/writer is a person who, on request, will read or write for a learner who is able to demonstrate a need for this provision. This provision may be used for:
6.1.1 all or part of the examination or assessment papers;
6.1.2 all or any part of the learner’s answers.
6.2 The reader/writer should not normally be the learner’s course tutor/trainer. On no account should such a facilitator be a relative or friend of the learner.
6.3 Readers/writers must not in any way attempt to modify either the content of the answers given by the learner or to alter the specific qualification requirements.
6.4 Separate accommodation should be made available for learners – single or as a group-requiring the services of a reader/writer in order not to disturb other learners
6.5 Invigilators/Assessors supervising an assessment or examination may not act as a reader/writer.
6.6 Failure to act on these guidelines could result in the learner’s disqualification.
6.7 Centres wishing to use overwriters for hearing impaired learners should only be carried out by a qualified teacher of deaf people and should be applied according to the guidelines set out in the Language of Examinations booklet published by The British Association of Teachers of the Deaf or the guidelines produced by The National Association for Tertiary Education for Deaf People.
6.8 Overwriting should commence as near as possible to the start time of the examination and should normally be in pen on the learner’s paper. Should extensive modifications be necessary, a separate paper with the answers written in full should be attached to the original question paper.
6.9 Overwriting should only be carried out on the general English phraseology written by the learner, not any technical language contained in the answer.
7. HABC Permitted Reasonable Adjustments Guidance for Centres
7.1 Reasonable Adjustment Principles
7.1.1 Adjustments to assessments should be based on the following principles:
7.1.1.1 Adjustments should not compromise the assessment requirements of the qualifications.
7.1.1.2 They should not provide the learner with an unfair advantage.
7.1.1.3 They should be consistent with the learner’s normal way of working
7.1.1.4 They should be based on the individual need of the learner.
7.1.1.5 They should allow learners an equal opportunity to show what they can do and what they know without altering competence standards
7.1.2 A Centre is required to ensure that where it makes an application to HABC for an adjustment that:
7.1.2.1 the information in the application is accurate;
7.1.2.2 the Centre will be able to provide the arrangements requested if HABC gives permission;
7.1.2.3 the Centre provides an assurance that it will not exceed the allowed adjustment;
7.1.2.4 any application for adjustment is supported by evidence which is valid, sufficient and reliable;
7.1.2.5 all adjustments to assessment must be implemented in accordance with the guidance given by HABC.
Reasonable Adjustments Permissions Table (HABC only)
7.2.1 The following table indicates where the decisions on Reasonable Adjustments can usually be made. Approved Centres must seek advice from HABC in any case where they do not consider that they have the expertise to judge whether a reasonable adjustment is needed or are unable to apply these criteria.
| Extra time up to 25 per cent of total exam time | at the Discretion of the Approved Centre |
| Extra time in excess of 25 per cent | Apply to HABC for Permission |
| Supervised rest breaks | at the Discretion of the Approved Centre |
| Change in the organisation of assessment room | at the Discretion of the Approved Centre |
| Separate accommodation within the Centre | at the Discretion of the Approved Centre |
| Assessment at an alternative venue | Apply to HABC for Permission |
| CCTV and OCR scanners | Apply to HABC for Permission |
| Use of coloured overlays, low-vision aids, tinted spectacles, | at the Discretion of the Approved Centre |
| Use of assistive software | Apply to HABC for Permission |
| Use of bilingual and bilingual translation dictionaries | at the Discretion of the Approved Centre |
| Assessment material in enlarged format | Apply to HABC for Permission |
| Assessment material in Braille | Apply to HABC for Permission |
| Language modified assessment material | Apply to HABC for Permission |
| Assessment material in BSL | Apply to HABC for Permission |
| Assessment material on coloured paper | Apply to HABC for Permission |
| Assessment material in audio | Apply to HABC for Permission |
| Use of ICT | Apply to HABC for Permission |
| Responses using electronic devices | Apply to HABC for Permission |
| Responses in BSL | Apply to HABC for Permission |
| Responses in Braille | Apply to HABC for Permission |
| Reader | at the Discretion of the Approved Centre |
| Scribe | at the Discretion of the Approved Centre |
| BSL Interpreter | Apply to HABC for Permission |
| Prompter | Apply to HABC for Permission |
| Practical assistant | Apply to HABC for Permission |
| Transcriber | Apply to HABC for Permission |
7.3 In circumstances where a Reasonable Adjustment has been permitted at the discretion of the Approved Centre, the Reasonable Adjustments Form (Appendix 1) should be completed and returned to HABC at the end of each quarter.
7.4 In circumstances where the Centre needs to apply to HABC for a decision on permitted Reasonable Adjustments, the Reasonable Adjustments Form (Appendix 1) must be submitted to HABC five working days before the start of the course. HABC will respond in writing to the application within two working days, providing details of Reasonable Adjustments permitted.
7.5 If the potential adjustments fall outside the scope of those permitted, Centres should complete the Reasonable Adjustments Form (Appendix 1) and submit in accordance with the guidelines set out above in point 7.1.2.
7.6 In the case of learners for whom the implications of a difficulty are not immediately obvious, specialist advice will need to be taken. This may mean requesting an opinion from a qualified medical practitioner as to the adjustments that could be made. It would then require specialists within the Centre to make a decision as to whether such adjustments are reasonable and/or whether such adjustments would give the learner an unfair advantage over others without the difficulty/disability.
7.7 If Centres/Centre Contacts have any additional queries or do not understand any of the information provided in this document, HABC strongly advises the Centre Contact to contact their Account Manager.
8. Monitoring and Evaluation Procedures For Reasonable Adjustments
8.1 In the interest of an inclusive assessment process, We will will consider on the basis of legislation, regulation or good practice models, whether its procedures for Reasonable Adjustment should be applied where a request is received from a Centre, or an individual candidate for such Reasonable Adjustment. Any such adjustment will take into account its duty as an Awarding Organisation to ensure that the integrity of its qualifications and assessment is maintained at all times.
8.2 A working definition of Reasonable Adjustment is any action which addresses and helps to reduce the effect of the disability or difficulty which would substantially disadvantage a learner during an examination or assessment situation. The rationale is to make appropriate Reasonable Adjustments to standardised assessment arrangements to enable access. The following procedures apply:
8.2.1 Centre Responsibilities:
8.2.1.1 Centres must meet their responsibilities to learners and comply with current disability and equal opportunity legislation as well as meeting regulatory requirements. Each Centre must, therefore, consider in advance any difficulties candidates may have in accessing assessment. All staff must have training in relevant access issues.
8.2.1.2 Centres must ensure that they can provide appropriate resources to make the necessary adjustment to assessment. The Awarding Organisation’s procedures for requesting adjustments must be followed on each occasion such adjustment is required.
8.2.1.3 In the interest of Diversity and Equality and the avoidance of malpractice claims, only approved adjustments will be allowed and the approved level of assistance must not be exceeded.
8.2.1.4 Appropriate adjustments will be based on the specific assessment requirements of the particular qualifications, on the type of assessment and the particular needs and circumstances of the learner in question.
Policy Docs: V2022 Review date Jan 2026
