1. Update on Awarding Extra Time Anwen Jones SpLD Specialist Disability Advisory Service The University of Oxford

3. Headlines ….

5. Underlying Principles Aim of AA is to allow access to all without conferring unfair advantage Equality Act 2010 Reasonable adjustment Impact is substantial and long-term

6. Interpreting guidance • Who is eligible for an arrangement? • Those with or without a formal disability / diagnosis • What is reasonable? • Set out in JCQ guidance • Define substantial and long-term? • Not minor or trivial – evidenced through standardised tests and school-based data.

7. Being dyslexic is not enough • Painting a picture of need – balance is the key

8. Quantitative: Speed of Working? <85

9. Speed of Working • Reading Speed (Continuous text preferably) • Writing Speed (Free writing speed – not sentence completion) • Cognitive Processing Speed • Working memory • Rapid naming • Phonological awareness • Visual processing speed • Visual / motor integration

10. Quantitative evidence & exceptional circumstances

11. Qualitative Evidence: Balance

12. FAQ? • When to assess? • Regulations have not changed – best practice recommendations have changed • Who can assess? Who needs to register ? • Specialist Assessors / Everyone without an APC • What paperwork do they need to complete? • Form 8 / Centre equivalent .... With some exceptions for in-house professionals

13. Impact on Centre: Assessing for extra time is difficult! • Resources • Specialist Staff • Test materials – up-to-date • Time • Monitoring and review procedures

14. Going on to University … the landscape changes SpLD Assessment Standards Committee http://www.sasc.org.uk/ Guidance on SpLD Diagnostic Assessments http://www.ox.ac.uk/students/shw/das/

15. Questions?