Access Arrangements for Cases Requiring a File Note and Specialist Evidence

In this webinar, Louise Green and Gareth Cadman will address the issues involved in deciding appropriate and relevant access arrangements for students presenting with a range of social, emotional and mental health issues.

Introduction

In theory, an access arrangement which does not require an assessment should involve a straightforward process: the file note presented by the SENCo or Specialist Teacher will confirm that the difficulty exists in the classroom and that the proposed access arrangement reflects the candidate’s normal way of working in the centre, and this will be supported by evidence from a medical or other expert.

However, in practice, the situation may be more ambiguous. The medical or expert evidence may prove more nuanced than originally understood or the compensational strategies applied by the learner may make it difficult to establish evidence from the classroom. Further, the SENCo must be wary of conferring an unfair advantage to those candidates who receive the access arrangement.

Course Description

Recently, exam centres are reporting an increase in the need for social, emotional, and mental health related access arrangements. 

As a result, they are having to evaluate the type of evidence they are receiving in order to decide the most relevant and appropriate access arrangements. In this webinar, Louise Green (an expert on access arrangements) and Gareth Cadman (SENCo, Dr Challoner’s Grammar School), will discuss a series of case studies, highlighting the type of evidence they would request and the access arrangements they would recommend, ensuring you have the information you need to comply with JCQ regulations.

Delegates are welcome to submit anonymous case studies in advance of the session. Please note, we cannot guarantee to be able to discuss all the case studies submitted.

In the course delegates will consider in detail:

  • the evidence needed to confirm the candidate has persistent and significant difficulties relevant to the access arrangement being requested;
  • how to include evidence that the candidate’s current difficulties substantially impact on teaching and learning in the classroom;
  • the classroom teacher evidence required to determine the need for the access arrangement;
  • how to confirm that without the access arrangement the candidate would be at a substantial disadvantage when compared to other, non-disabled candidates undertaking the same assessment;
  • how to confirm that the access arrangement is the normal way of working for the candidate within the centre.

Timings

This training course is for one hour from 3.30-4.30pm on Thursday, 16 September 2021 on GoToWebinar. Delegates will have access to the recording of the webinar for two weeks after to watch as many times as they like. If you cannot attend live on the day, you will still have access to the recordings from the same evening for two weeks from that date.

Course Materials

Electronic copies of the handouts will be provided but delegates will be responsible for printing off their own copies as this event is online.

Joining Instructions

Delegates will be sent a link to GoToWebinar where the course will be held a few days before. You do no need specialist software or an app to attend.

Terms & Conditions

Please note, this training must be paid in full before access is given to the webinar. By submitting a booking, you are agreeing to pay Patoss Ltd within 30 days. You are also agreeing to accept our Cancellation/Transfer Policy and Terms and Conditions which are shown at the bottom of the website page 

Delegates will be responsible for ensuring that they have suitable Wi-Fi, hardware and software to enable them to view the webinar.

Contact

Sheila Rostill, Webinar Administrator

E: srostill@patoss-dyslexia.org

T:   07956 644 786

When & Where

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Cancellation/Transfer Policy

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This course is worth 1 hour CPD