Manual by wulinqing

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									EASTERN INSTITUTE OF TECHNOLOGY
Disability Support Services




                   Guidelinesfor
                  ExamSupport
                           2005
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Table of Contents
INTRODUCTION .................................................................................................................... 2

TYPES OF EXAM SUPPORT / “REASONABLE ACCOMMODATIONS”............................. 2

     Extra Time ................................................................................................................................................................... 2

     Supervision................................................................................................................................................................. 2

     Separate Room .......................................................................................................................................................... 3

     Exam papers in alternative format.......................................................................................................................... 3

     Aids and Adaptive Equipment................................................................................................................................. 3


GUIDELINES FOR EXAM SUPERVISORS ........................................................................... 3

GUIDELINES FOR STUDENTS ............................................................................................. 4

TROUBLESHOOTING ........................................................................................................... 5

     Can the student have any materials on the desk apart from pens, pencils, etc?........................................... 5

     I know the answer that the student has given is incomplete, am I allowed to prompt them?...................... 5

     What happens if the student requests a toilet break?......................................................................................... 5

     What happens when you turn up and the student is not there or the exam has been cancelled? ............. 5




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Introduction
EIT has two goals in providing alternative exam support to students:

       To recognise that some students require alternative arrangements for their exams due to
        the presence of a disability, medical condition or impairment. These may be temporary or
        permanent conditions. The primary purpose of providing alternative assessments is to
        minimise the impact of a student's disability on their academic performance.

       To promote equity of access for students who have a disability, medical condition or
        impairment which would disadvantage them should they sit the exam in the usual
        manner. It is designed to place students with a disability on a more equal footing with
        non-disabled students, without giving them an unfair advantage.

This manual is provided as a guideline on providing effective and fair alternative exam conditions
for the student, the responsibilities of students and support staff, and some troubleshooting for
possible problems. If you have anything you would like to see added to this manual or have
some point you would like to clarify or discuss please contact the Disability Liaison Office.


Types of Exam Support / “Reasonable Accommodations”
       Extra Time. Extra time may be provided during examinations where, because of a
        disability or impairment, there are significant demands on:
            o   Reading
            o   Writing
            o   Comprehension skills
            o   Physical and psychological aspects of stress or pain management and endurance

        Extra time may be approved for a student with a specific learning disability or visual
        impairment, or it may be used as time-out for a specific activity, e.g. extra time may be
        used by students with physical injuries for stretching, walking etc. If a student requires a
        reader or writer, extra time is granted to allow for the fact of dictation and transcription
        being a longer process than a student writing their own exam. Extra time is calculated by
        taking into consideration the disability and the use of any additional aids or assistance.
        Extra time can range from 10 minutes per hour to 20 minutes per hour, and in some
        exceptional cases may be extended further.

       Supervision. Exams are to be supervised by appropriate support staff AT ALL TIMES.
        Supervision staff may include:
           o Exam Reader for students who require reading assistance, e.g. for specific
              learning disabilities, vision impairment
           o Exam Writer (scribe) for students who require writing assistance, e.g. for specific
              learning disabilities, vision impairments, physical/motor impairments and injuries
              (tetraplegia, limb deformities, broken limbs, Multiple Sclerosis, Parkinson’s)
           o Invigilator for students who do not require reading or writing assistance but may
              still require a separate room e.g. mental health (anxiety disorders), physical injuries
              and impairments (back injury, broken limbs), medical conditions requiring special
              conditions (natural lighting for epilepsy)
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            o Personal Assistant for students who require personal assistance, e.g. for medical
              conditions, limited mobility, physical injuries or impairments
            o Interpreter or Communicator for deaf and hearing-impaired students

       Separate Room. Any exam requiring an exam reader, writer or where the student needs
        to move around will need to be held in a separate room. If special conditions need to be
        set up for a student – e.g. natural lighting only for an epileptic – that could disadvantage
        other students, a separate room to accommodate these will be arranged.

       Exam papers in alternative format. Some exam formats may be unsuitable or
        inappropriate for some students and they may require the exam to be given in an
        alternative format. Depending on the alternative format, the student may require a
        separate room and an invigilator. Alternative formats may include:
            o Enlarged print for visually-impaired students
            o Different coloured papers and print (visual impairment and some learning
               disabilities)
            o Braille
            o Exam papers with amended vocabulary for students with specific learning
               disabilities
            o Electronic format (computer, audio tape)

       Aids and Adaptive Equipment. Some students may request to write their own exams
        using aids or specialist adaptive equipment instead of an exam reader/writer. This might
        include:
            o Computer (where a student cannot write on their own)
            o Computer with specialist software programs such as:
                    Supernova screen magnification and screen reading software (visual
                       impairments)
                    Dragon Naturally Speaking dictation software (physical or motor
                       impairments)
                    Read and Write text-to-voice software (specific learning disabilities)
            o Oral examinations
            o Use of dictionaries, spell checkers, thesaurus and grammar checks (manual and
               electronic)
            o Ergonomic furniture such as chairs, height-adjustable tables, sloping tables, etc.


Guidelines for Exam Supervisors
     Exam supervisors should arrive at least 5 minutes before the start of the exam.

     Exam writer skills include:
         o Fast writing speed
         o Legible handwriting
         o Good language skills (grammar, spelling and vocabulary)

     Exam reader skills include:
         o Ability to read fluently
         o Good language skills (grammar and vocabulary)

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     Exam readers and writers need to ask the student which side they would like them to sit.

     Exam writers are required to document the student’s answers accurately. The writer must
      NOT re-word or re-structure what is being dictated.

     Exam writers must NOT prompt the student, give an interpretation of what the student has
      said, or provide any written or verbal information which may influence the student’s
      answer to exam questions.

     Exam readers may NOT stress or emphasise one option more than another when reading
      multiple choice questions

     Exam readers must NOT offer interpretations regarding the meaning of exam materials,
      e.g. “What they really mean is…” or “What they are asking for is…”

     Communicators for deaf or hearing impaired students are required to verbalise all
      communication for the benefit of the exam supervisor.

     Exam papers may be sent to the Learning Centre/Disability Office Reception in enclosed
      envelopes, either through internal mail or delivered by hand. Alternatively the exam
      supervisor may pick up the exam paper from the student’s tutor. The student being
      examined may NOT pick up or return the paper. All papers will be returned to the
      appropriate tutor or faculty as soon as possible after completion of the exam. This may
      be done via internal mail or by hand, as the tutor prefers. A receipt will be provided with
      the exam so that the Disability Office has a record of the exam’s return.


Guidelines for Students
     Students using exam assistance need to conduct themselves in the same manner as any
      other student undertaking the same exam, with the exception of the specific alternative
      arrangement they have applied for.

     Students will NOT ask supervisors to:
         o Give personal opinions on the correctness of answers (e.g. “Do you think that
            sounds right?”)
         o Ask for prompting (e.g. “Can you please give me some computer terms to spark
            my memory?”)
         o Engage in social conversations or ask personal questions
         o Ask for open book conditions, unless it is a specified exam condition.

     Students are REQUIRED to:
        o Ask supervisors to read questions, accompanying printed materials and exam
           instructions
        o Ask supervisors to repeat any reading materials, questions or instructions if they
           are unsure that they have understood correctly
        o Ask supervisors to describe diagrams, if visually impaired or blind
        o Give supervisors instructions on how material should be presented
        o Ask supervisors to read aloud what they have written down to check it is correct.


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        The student should speak slowly and clearly to ensure that the exam writer is able to
         accurately document their answers.


Troubleshooting
       Can the student have any materials on the desk apart from pens, pencils, etc?
        Unless the student is using an approved aid or adaptive technology, they may NOT have
        additional materials on the desk during the exam. Spare paper is supplied with the exam
        sheets or they can be requested from the Disability Office.

       An exam reader/writer knows that the answer the student has given is incomplete.
        Are they allowed to prompt at all?
        NO indication must be given to the student that an answer is incomplete. Exam
        reader/writers are only allowed to document what the student has given as the answer.

       What happens if the student requests a toilet break or is entitled to a rest break?
        The supervisor is to accompany the student when they leave the exam room AT ALL
        TIMES. In the case of a toilet break, the supervisor should wait outside the toilet.

       What happens when an exam supervisor turns up and the student is not there or
        the exam has been cancelled?
        Notify the Disability Liaison Office. The exam supervisor is entitled to claim for the full
        time if he/she has not been given prior timely notification of a cancellation or student
        absence.




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