Phonics International

Special exam arrangements for dyslexia veering out of control

The new English Literature GCSE might be contravening the 2010 Equality Act, according to concerns raised by a teacher. This raises serious questions about which disabilities should lead to students being given special dispensation in exams.

Hi All

Just a quick note on this. It is actually quite difficult to get adjustments in all States and Territories in Australia. The picture painted by Joe Elliott in his Conversation piece definitely does not apply to current policies and procedures in Australia.

It does vary across jurisdictions but essentially the process requires both evidence of a learning disorder diagnosis and specific evidence relating to functional impact. The level of functional impact must be severe enough to suggest that without adjustments the student will experience discrimination (as per the DDA and the Education Standards). There is – if anything – an overemphasis on the prevention of ‘unfair advantage’ in the Australian system. The process is definitely not designed to ‘maximise potential’!

All Australian final year exams (contributing to ATAR scores) are theoretically set at a reading age of 15 years or below – therefore to qualify for adjustments on the basis of a reading disorder most States / Territories look at the FI in relation to this level of competence. The PAT R – a very blunt instrument at the best of times - is often used to determine FI in reading.

I tend to think that the major issue for most students with specific learning disorders in their final year of schooling (in both reading and/or written expression) is not their capacity to read (although this certainly can be an issue for some students) but more their capacity to write – both essays and short responses - under timed conditions. This is particularly the case for students aiming for an ATAR score / university entry. Frequently this area of functional impact is not identified and therefore not accommodated (in SLD cases) appropriately.

Of course - in this area we are faced with the same issue we face in reading – is it an SLD with impairment in written expression or is it yet another instructional casualty?? Given that (in my view) instruction in the foundation skills underpinning successful writing is even poorer in most Australian schools than instruction in reading … I think we have an IC epidemic of poor writers.

We have to push for the same three tier / RTI approach to writing instruction that we endorse for reading instruction – only assessing a student for an LD in writing after they have received appropriate tier one, tier two and potentially tier 3 instruction and intervention.