NFER guidelines for SEN and disability
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NFER guidelines for SEN and disability
I am posting below the nfer guidelines in a hope that it will answer many..........
NFER guidelines for SEN and disability
http://www.nfer.ac.uk/nfer/research/ass ... en-plus/#9" onclick="window.open(this.href);return false;
Secondary selection test guidelines on arrangements for pupils with special education needs and disabilities
Some pupils who apply to enter a secondary selection procedure may be considered to be at a disadvantage due to the testing arrangements that would normally apply. NFER issues the following guidelines to schools and local education authorities (LEAs) concerning the issue of special arrangements for such pupils. However, the National Foundation for Educational Research cannot accept any liability arising from the use of the guidelines contained in this document howsoever arising. It remains the responsibility of the LEA or school conducting the selection to ensure that their selection procedures or special educational needs are in accordance with the Code of Practice contained in the Disability Discrimination Act 2001. The use of these guidelines cannot be relied upon by the LEA or school as ensuring that their procedures are in accordance with the requirements of the Disability Discrimination Act. http://www.legislation.gov.uk/ukpga/2001/10/contents" onclick="window.open(this.href);return false;
The Special Educational Needs and Disability Act 2001 requires responsible bodies to take reasonable steps to ensure that disabled pupils are not placed at a substantial disadvantage. In deciding which pupils should be granted special arrangements, it is recommended that schools or LEAs should refer to the guidance within the Disability Discrimination Act Code of Practice (Schools). The provision of special arrangements should be based on the on-going support that individual pupils normally receive and therefore, wherever possible, the test conditions should mirror those in which the pupil normally works. Such decisions would typically be based on evidence gathered over a period of time by the pupil's school, although there may be a need to evaluate information provided from outside of the school that is presented closer to the time of testing. The responsible authority should ensure that information is from an appropriate professional source.
Some examples of special arrangements are large-print tests for visually impaired pupils, an amanuensis for pupils with writing difficulty and extra time for pupils with a statement of special educational needs that indicates this is necessary. Other arrangements may include rest breaks, the use of a reader, or a longer practice period. Generally, schools are advised to offer the same level of support as would be given in normal classroom practice. Special arrangements that offer candidates an unfair advantage over others or that give rise to misleading information should not be made. Where extra testing time is allowed, this should not normally exceed an extra 25 per cent.
Because it may not be possible to establish for certain that the special arrangements perfectly compensate for the nature and extent of the disadvantage, the special testing arrangement should be noted alongside the test score and taken into account in any borderline decision.
Consideration should always be given to the individual needs of pupils. In all the above, it is assumed that the school or LEA has taken the decision in the first place that the test papers and their method of administration constitute a suitable form of assessment for the disadvantaged pupil. In certain circumstances, it may be decided that a test is wholly inappropriate for a particular pupil.
Therefore, whilst the responsibility for the selection procedure rests with the school or education authority, NFER's recommendation is that all results must be interpreted in the light of the specific circumstances of individual pupils and a professional judgement made.
February 2003
NFER guidelines for SEN and disability
http://www.nfer.ac.uk/nfer/research/ass ... en-plus/#9" onclick="window.open(this.href);return false;
Secondary selection test guidelines on arrangements for pupils with special education needs and disabilities
Some pupils who apply to enter a secondary selection procedure may be considered to be at a disadvantage due to the testing arrangements that would normally apply. NFER issues the following guidelines to schools and local education authorities (LEAs) concerning the issue of special arrangements for such pupils. However, the National Foundation for Educational Research cannot accept any liability arising from the use of the guidelines contained in this document howsoever arising. It remains the responsibility of the LEA or school conducting the selection to ensure that their selection procedures or special educational needs are in accordance with the Code of Practice contained in the Disability Discrimination Act 2001. The use of these guidelines cannot be relied upon by the LEA or school as ensuring that their procedures are in accordance with the requirements of the Disability Discrimination Act. http://www.legislation.gov.uk/ukpga/2001/10/contents" onclick="window.open(this.href);return false;
The Special Educational Needs and Disability Act 2001 requires responsible bodies to take reasonable steps to ensure that disabled pupils are not placed at a substantial disadvantage. In deciding which pupils should be granted special arrangements, it is recommended that schools or LEAs should refer to the guidance within the Disability Discrimination Act Code of Practice (Schools). The provision of special arrangements should be based on the on-going support that individual pupils normally receive and therefore, wherever possible, the test conditions should mirror those in which the pupil normally works. Such decisions would typically be based on evidence gathered over a period of time by the pupil's school, although there may be a need to evaluate information provided from outside of the school that is presented closer to the time of testing. The responsible authority should ensure that information is from an appropriate professional source.
Some examples of special arrangements are large-print tests for visually impaired pupils, an amanuensis for pupils with writing difficulty and extra time for pupils with a statement of special educational needs that indicates this is necessary. Other arrangements may include rest breaks, the use of a reader, or a longer practice period. Generally, schools are advised to offer the same level of support as would be given in normal classroom practice. Special arrangements that offer candidates an unfair advantage over others or that give rise to misleading information should not be made. Where extra testing time is allowed, this should not normally exceed an extra 25 per cent.
Because it may not be possible to establish for certain that the special arrangements perfectly compensate for the nature and extent of the disadvantage, the special testing arrangement should be noted alongside the test score and taken into account in any borderline decision.
Consideration should always be given to the individual needs of pupils. In all the above, it is assumed that the school or LEA has taken the decision in the first place that the test papers and their method of administration constitute a suitable form of assessment for the disadvantaged pupil. In certain circumstances, it may be decided that a test is wholly inappropriate for a particular pupil.
Therefore, whilst the responsibility for the selection procedure rests with the school or education authority, NFER's recommendation is that all results must be interpreted in the light of the specific circumstances of individual pupils and a professional judgement made.
February 2003
Re: NFER guidelines for SEN and disability
In relation to appeals you can find additional information in the appeals section. http://www.elevenplusexams.co.uk/appeals" onclick="window.open(this.href);return false;
Specifically -
A5. How is a disability defined?
B33. How might a panel deal with the issue of disability?
Specifically -
A5. How is a disability defined?
B33. How might a panel deal with the issue of disability?
