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Policy and procedures for reasonable adjustments and special consideration

Version 7 (May 2010)

May 2010 (v7) i

NEBOSH policy and procedures for reasonable adjustments and special consideration Contents

1 Introduction 1

1.1 NEBOSH policy 1 1.2 Discrimination legislation 1 1.3 Regulatory authorities’ criteria 1 1.4 Meaning of ‘reasonable adjustments’ 2 1.5 Meaning of ‘special consideration’ 3 1.6 Meaning of ‘aegrotat’ 3 1.7 NEBOSH policy regarding aegrotat awards 3

2 Responsibilities of NEBOSH and its accredited course providers 4 2.1 NEBOSH responsibilities 4 2.2 Responsibilities of accredited course providers 4 2.3 Application outside the UK 5

3 Types of assessment and reasonable adjustments 6 3.1 Examinations 6

3.2 Practical assessments 6 3.3 Written assignments and workplace-based projects 6 3.4 Informal assessments 7

4 Candidates’ needs 8 4.1 Identifying candidates who are eligible for reasonable adjustments 8 4.2 Identifying candidates’ needs 9 4.3 Identifying and obtaining supporting evidence 10

NEBOSH policy and procedures for reasonable adjustments and special consideration (May 2010)

5 Making reasonable adjustments 12 5.1 Principles for making reasonable adjustments 12 5.2 Range of reasonable adjustments 13

5.2.1 Changes to assessment conditions 15 5.2.2 Use of mechanical, electronic and technological aids 17 5.2.3 Modifications to the presentation of the assessment material 18 5.2.4 Alternative ways of presenting candidate responses 20 5.2.5 Use of access facilitators 22

5.3 Procedures for making reasonable adjustments 30

5.3.1 Adjustments permitted by NEBOSH 30 5.3.2 Adjustments made by the accredited course provider 32

6 Record-keeping and monitoring 33

6.1 Keeping records 33 6.2 Monitoring and quality assurance 33

7 Special consideration 34

7.1 Eligibility criteria 34 7.2 Applying for special consideration 36

8 Appeals and malpractice 38

8.1 Appeals 38 8.2 Malpractice 38

Appendix 1: Sources of additional information 39 Appendix 2: Glossary 44

Appendix 3: Examination flowchart for Readers 46 Appendix 4: Examination flowchart for Scribes 47

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Acknowledgement

The overall structure, definitions and much of the detail used in this document are based on material in the Federation of Awarding Bodies’ publication “Good practice guide: the application of reasonable adjustments and special consideration in vocational qualifications” (2005) and the Joint Council for Qualifications’ “Access Arrangements, Reasonable Adjustments and Special Consideration” (2009-10). NEBOSH would like to acknowledge these invaluable sources. Document Control Version: v7 Date: May 2010 Owner: NEBOSH Standards Manager Review Date: April 2013 Published by NEBOSH May 2010 The National Examination Board in Occupational Safety and Health Dominus Way Meridian Business Park Leicester LE19 1QW tel 0116 263 4700 fax 0116 282 4000 email [email protected] www.nebosh.org.uk

mailto:[email protected]

http://www.nebosh.org.uk/


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NEBOSH policy and procedures for reasonable adjustments and special consideration

1 Introduction 1.1 NEBOSH policy

It is NEBOSH policy that each candidate for its qualifications should be given access to fair and equal assessment. NEBOSH will therefore endeavour to ensure, by a process of allowing reasonable adjustments to be made to the means of assessment or of giving special consideration to assessment results, that no candidate is placed at an unfair disadvantage, or advantage, over other candidates. In so doing, NEBOSH aims to comply both with legislation intended to prevent unfair discrimination and with the criteria laid down by the UK regulatory authorities in England, Wales, Northern Ireland and Scotland (Ofqual, DCELLS, CCEA and SQA). Information regarding the NEBOSH “External Equal Opportunites policy”, “Enquiries About Result and Appeals policy and procedures” or “Malpractice policy and procedures” policies is outlined in separate documents.

1.2 Discrimination legislation

The Disability Discrimination Act 1995 brought in measures to prevent discrimination against people with disabilities (defined as persons with a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities). The Disability Discrimination Act 2005 amended the provisions of the 1995 Act in such a way that qualifications bodies are now specifically required to make reasonable adjustments to any assessment arrangements that may place disabled candidates at a substantial disadvantage. Equally, NEBOSH is mindful of the fact that its means of assessment should be fair to all candidates regardless of gender, sexual orientation, ethnic or national origin, age, marital status, family circumstances, socio-economic, religious or political beliefs.

1.3 Regulatory authorities’ criteria

In addition to statutory duties, the UK regulatory authorities for qualifications impose requirements on recognised awarding bodies to ensure fair treatment of candidates. This policy is intended to meet the requirements of the regulatory criteria for reasonable adjustments and special consideration (also known as ‘special assessment arrangements’), as per “The statutory regulation of external qualifications in England, Wales and Northern Ireland (2004)”, published by Ofqual – previously QCA -, DCELLS and CCEA and “Awarding Body Criteria (2007)”, published by SQA in Scotland. The regulatory authorities in England, Wales and Northern Ireland (Ofqual, DCELLS and CCEA) state:

“Both in setting the structure and content of qualifications and in its processes and arrangements for assessment and awarding, the awarding body must:

(a) ensure access and equality of opportunity while safeguarding the integrity of the qualifications;

(b) not create unnecessary barriers to achievement;


(c) guarantee fair assessment for all candidates, including those with particular

assessment arrangements; (d) take account of all current legislation in relation to equality of opportunity.” In particular, the regulatory authorities require that: “The awarding body must, when necessary, make reasonable adjustments for candidates with particular requirements to enable them to access fair assessment and demonstrate attainment”. Furthermore that: “The awarding body must arrange for ‘special consideration’ to be given to candidates who suffer temporary illness, injury or indisposition at the time of assessment.” The awarding body must: “specify the minimum evidence required to make an aegrotat, which is an award made to a candidate who is unable, through temporary illness, injury or indisposition, to complete all the usual assessment requirements.” The Scottish Qualification Authority (SQA) criteria states: “The awarding body’s diversity and equality strategy, related policies and procedures must comply with all current legislation”.

Awarding bodies are required to publish their policies and procedures for making reasonable adjustments and for giving special consideration, including the conditions for eligibility, application procedures and record-keeping requirements.

1.4 Meaning of ‘reasonable adjustments’

A reasonable adjustment is any action that helps to reduce the effect of a disability or difficulty that places the candidate at a substantial disadvantage in an assessment situation. Reasonable adjustments must not affect the integrity of what needs to be assessed but may involve:

changing standard assessment arrangements, for example by allowing candidates extra time to complete the assessment activity

adapting assessment materials, such as providing materials in large print providing access facilitators during assessment, such as a reader or scribe re-organising the assessment room, such as removing visual stimuli for a

candidate with autism. Reasonable adjustments are set in place and approved before the assessment activity takes place; they constitute an arrangement to give the candidate equivalent access to the qualification. The use of a reasonable adjustment will not be taken into consideration during the assessment of a candidate’s work. NEBOSH and accredited course providers are required only to do what is ‘reasonable’ in terms of giving access. What is reasonable may depend on the extent of the candidate’s disability or other material disadvantage, the cost implications, and the practicality and effectiveness of the adjustment. Other factors, such as the need to maintain competence standards and to ensure health and safety, must also be considered. Any adjustment must not give the candidate an unfair advantage over other candidates.

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1.5 Meaning of ‘special consideration’

Special consideration is given following an assessment to candidates who are present for the assessment but may have been disadvantaged by temporary illness, injury or adverse circumstances that arose at or near the time of assessment. Special consideration should not give the candidate an unfair advantage; neither should its use cause any person to be misled regarding a candidate’s achievements. The candidate’s result must reflect his or her achievement in the assessment and not necessarily his or her potential ability. Special consideration may result in a small post-assessment adjustment to the mark of the candidate. The size of the adjustment will depend on the circumstances during the assessment and will reflect the difficulty faced by the candidate, but will always be a minor adjustment as to do more may jeopardise the standard. The Federation of Awarding Bodies recognises* that, where an assessment requires practical competence to be demonstrated, or criteria or standards to be met fully (eg. in the case of qualifications that confer a ‘Licence to Practise’), it may not be possible to apply special consideration. NEBOSH, in turn, recognises the responsibilities that may be assumed by those with qualifications in health and safety and therefore applies special consideration with due rigour. In some circumstances (eg. recent bereavement or temporary incapacity), it may be appropriate for accredited course providers to advise a candidate to postpone the assessment to a time that would be more conducive.

1.6 Meaning of ‘aegrotat’

An aegrotat, is an award made to a candidate who is unable, through illness, injury or indisposition, to complete all the usual assessment requirements.

1.7 NEBOSH policy regarding aegrotat awards

NEBOSH policy is that in the event of a candidate being unable, through illness, injury or indisposition, to complete all of the usual assessment requirements, NEBOSH does not issue aegrotat qualifications.

* Federation of Awarding Bodies, Good practice guide: the application of reasonable adjustments and special

consideration in vocational qualifications. FAB, London, 2005.

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2 Responsibilities of NEBOSH and its accredited course providers 2.1 NEBOSH responsibilities

To meet its responsibilities under disability legislation, other statutory requirements and the criteria of the regulatory authorities, NEBOSH will: have a policy in place to prevent discrimination in the assessment of skills and

knowledge. This policy will conform to the requirements of equality and disability legislation, will be subject to regular review and will be communicated to all accredited course providers

have systems in place to approve adjustments to assessment for candidates with disabilities or particular assessment needs. NEBOSH will respond quickly and effectively to requests for adjustments to assessment

provide clear and comprehensive guidance to accredited course providers on the procedures for making adjustments to assessment

ensure that accredited course providers have policies and procedures in place to prevent discrimination against candidates with disability or particular assessment needs in terms of providing access to qualifications and assessment and monitor these policies and procedures

ensure, as part of the accredited course provider accreditation process, that buildings used as assessment venues are accessible to disabled candidates, as far as is reasonably practicable

consider the needs of all potential candidates when developing qualifications. NEBOSH will work closely with the appropriate sector skills council or sector body to ensure that the needs of all candidates are considered when relevant standards are being developed and reviewed

consider the needs of all potential candidates when developing assessment material

make adjustments to assessment procedures when appropriate and necessary.

2.2 Responsibilities of accredited course providers

To meet their responsibilities under disability legislation, other statutory requirements and the accreditation criteria, NEBOSH accredited course providers shall: have a clear ‘access to assessment’ policy and communicate this to all staff and

candidates

cultivate an atmosphere in which candidates feel free to disclose their access-related needs

consider what adjustments future candidates with disabilities may need, and make appropriate provision in advance

identify as early as possible, preferably before registering a candidate for a qualification, any difficulties the candidate may have in accessing assessment

ensure that all staff who recruit, advise or guide potential candidates are aware of their ‘access to assessment’ policy and how to apply for reasonable adjustments and special consideration

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select and/or advise upon an appropriate qualification for the candidate, based upon his or her particular circumstances. The accredited course provider should explain to the candidate the assessment requirements of the qualification and the planned programme of study. It should be made clear at the outset if the candidate will not be able to meet all the assessment criteria. Candidates may still decide to proceed with the qualification but enter only for part, or none, of the assessment. In this case, the accredited course provider should explain to the candidate any restriction on progression to other qualifications as a result of not achieving all the criteria. It should be noted that disability legislation does not allow the terms on which qualifications are offered to be varied – for example, candidates cannot be exempted from demonstrating skills in part(s) of a specification and have this exemption indicated on the certificate

select an appropriate adjustment to make the assessment accessible to the candidate. In order to decide whether an adjustment is appropriate, the accredited course provider should consider the nature of the skills that are being assessed and the implications for assessment of the candidate’s difficulties. The accredited course provider should also involve the candidate in making any decisions about appropriate adjustments to assessment. In cases of doubt, the accredited course provider should contact NEBOSH for advice on suitable and appropriate adjustments

ensure that they can resource the selected adjustment to assessment. It is the accredited course provider’s responsibility to arrange any additional assistance for the candidate, such as a reader, scribe, additional invigilator, BSL interpreter, etc

follow NEBOSH’s procedures for requesting and implementing adjustments to assessment. Accredited course providers should apply for reasonable adjustments on behalf of the candidate. All applications for adjustments to assessment must be supported by the Head of Accredited course provider. It is the accredited course provider’s responsibility to ensure that candidates use only those adjustments agreed with NEBOSH and that they keep records of reasonable adjustments for audit purposes

design accredited course provider-devised assessment activities in such a way that they are accessible to candidates with a disability or assessment need

ensure that buildings used for assessment are accessible to disabled candidates, so far as is reasonably practicable.

2.3 Application outside the UK

While the policy and procedures detailed in this document are intended to comply with UK statutory and regulatory authority requirements, they are also considered to represent good practice. Therefore, they apply to all candidates regardless of the country in which the candidate is taking the assessment. Equally, the requirements placed on accredited course providers apply, as a condition of NEBOSH accreditation, to all accredited course providers regardless of the country in which they are based or in which they are operating. However, where any national legislation imposes further specific requirements, or conflicts with the procedures laid down in this document in any material way, then the requirements of the host country will normally take precedence. Such cases will be considered on an individual basis.

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3 Types of assessment and reasonable adjustments

Different types of assessment make different demands on the candidate and will influence whether reasonable adjustments will be needed and, if so, the kind of adjustment that should be made.

3.1 Examinations

Where the method of assessment is rigidly determined, such as for assessments taken under examination conditions, accredited course providers may need to apply to NEBOSH to make adjustments to standard assessment arrangements in order to give access to candidates with disabilities or assessment needs. Typical adjustments include:

extra time, normally up to 25% timed rest breaks the provision of a reader and/or scribe the provision of assessment materials in a larger font size or on paper of a

particular colour the use of a dictionary or assistive technology. Section 5 deals with the principles and procedures for making adjustments to assessments.

3.2 Practical assessments

The requirements for the practical application component of certain NEBOSH qualifications include writing a report under examination conditions. Reasonable adjustments for this part of the practical assessment will therefore coincide with those for examinations generally. For the other part of the practical assessment – namely, a visual inspection of a workplace – similar or additional reasonable adjustments may need to be considered. Crucially, there are no circumstances when the health and safety of a candidate should be compromised for the purposes of assessment. Therefore, if there is a concern that the effects of a person’s disability or difficulty may have health and safety implications for him/herself or for others, a suitably qualified person on behalf of the accredited course provider should carry out a risk assessment related to the candidate’s particular circumstances. The risk assessment should identify any reasonable adjustments that may remove or reduce the risk. The risk assessment may reveal that it is not possible for the candidate to fulfil all the requirements of the assessment safely. In this case, the accredited course provider should contact NEBOSH to discuss possible alternatives.

3.3 Written assignments and workplace-based projects

In this type of assessment, candidates may meet the specified assessment criteria in any way that is valid, as long as the method used to demonstrate attainment does not invalidate the assessment criteria. It is a normal requirement that an assignment or project is presented for assessment in written form. All candidates, though, may make use of electronic spell-checkers, independent proof-reading, speech recognition software, tutor guidance, etc. Therefore, there will be relatively few barriers to access and rarely should there be a need for adjustment to the assessment method. The requirement that the work should represent the level of knowledge and understanding solely of the candidate concerned applies to all candidates.

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Providing that this requirement is met, and that the assignment or project is, to all intents and purposes, the work of the candidate alone, then virtually any type of assistance to facilitate the demonstration of the candidate’s knowledge and understanding may be sought. Where adjustments are considered necessary (such as presentation in Braille), the accredited course provider should check whether such an adjustment is allowable and obtain permission from NEBOSH. In such cases, the accredited course provider should ensure that it adheres to NEBOSH’s requirements for supporting evidence and record-keeping. The accredited course provider shall be responsible for ensuring that the assignment or project is made available in a final form that enables it to be assessed, moderated and/or verified. In certain circumstances (eg. in the case of long-term illness of a candidate who has already completed a significant proportion of the work, or when a permanent health condition or disability means a candidate’s completion of an assignment requires additional time), it may be possible for NEBOSH to permit an extension to the deadline for the submission of an assignment. However, such circumstances should be considered exceptional.

3.4 Informal assessments

Reasonable adjustments to tutor-set and assessed work that does not form part of the formal assessment requirements are at the discretion of the accredited course provider. However, such adjustments should not disadvantage the candidate by avoiding the practising of skills that may be needed in formally assessed work.

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4 Candidates’ needs 4.1 Identifying candidates who are eligible for reasonable adjustments

Candidates will be eligible for reasonable adjustments if their performance during an assessment is likely to be substantially affected by a particular impairment. Many of these candidates will be defined as being disabled under the Disability Discrimination Act 1995. However, a candidate does not have to be disabled in order to be entitled to reasonable adjustments to assessment – an adjustment may be considered where a candidate has any condition that places him/her at a substantial disadvantage over other candidates. Equally, not every candidate who is disabled will be entitled to, or will need, an adjustment to assessment. Candidates may have developed coping mechanisms that minimise or remove the need for assistance; or the particular disability may have no effect on the assessment. Where the difficulty is minor, and any disadvantage less than substantial, accredited course providers should offer assistance to candidates in developing their study and assessment skills. Any adjustment to assessment will be based on what the candidate needs to access the assessment. For example, candidates with the following needs may be eligible for adjustments to assessments:

Communication and interaction needs

Candidates with communication or interaction difficulties may have problems with written communication skills, the effects of which could be reduced through the use of a word processor, scribe or BSL/English interpreter. They may also require extra time during time-constrained assessments to allow them to demonstrate their skills and knowledge. Candidates for whom English is an additional language may require the use of a bilingual translation dictionary and extra time during time-constrained assessments.

Cognition and learning needs

Candidates with significant learning difficulties and problems with comprehension may require extra time in time-constrained assessment. They may also need assistance with reading and writing.

Sensory and physical needs

Candidates with sensory or physical needs may, depending on the nature of the difficulty, require modified assessment material, a BSL interpreter, a practical assistant, a reader and/or a scribe. The use of assistive software, extra time to complete assessments or supervised rest breaks may need to be considered in some circumstances. Candidates needing access to medical equipment may require an alternative venue.

Behavioural, emotional and social needs

These candidates may require adjustments such as supervised rest breaks or separate accommodation, either within the accredited course provider or at an alternative venue. Candidates with attention problems may need the use of a prompter.

It should be noted that some candidates’ needs will fall within more than one of the above categories.

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4.2 Identifying candidates’ needs

Accredited course providers have a responsibility to ensure that they have effective internal procedures for identifying candidates’ needs and that these procedures comply with the requirements of disability and equal opportunity legislation. Accredited course providers may choose to use the following guide when identifying candidates’ needs:

Identify those candidates who are having difficulties or are likely to have

difficulties with assessment

Candidates should be encouraged to make any assessment-related needs known to the accredited course provider at the earliest opportunity, and preferably before they are registered on a study programme. Accredited course providers should ensure that all staff who recruit, advise, or guide potential candidates have had access awareness training. Accredited course providers should begin to record the candidate’s need for assistance and the kind of assistance provided during the learning programme as soon as the need has been identified.

Identify whether reasonable adjustments may be needed

Relevant accredited course provider staff should decide, in conjunction with the candidate, whether he/she will be able to meet the requirements of the assessment or whether adjustments will be required. It is important that the candidate is involved in this discussion as he/she will know the effect of the particular disability or difficulty on how he/she does things. Where the implications of a particular difficulty are unclear, accredited course providers should make use of specialist advice in order to determine how the difficulty will affect the candidate’s performance in the assessment. Accredited course providers should avoid making assumptions – on the basis of previous experience perhaps – about whether adjustments will be necessary. Judgements should be made on the basis of individual need.

Identify the appropriate adjustment

When identifying appropriate adjustments to assessment, accredited course provider staff should take into consideration the candidate’s normal way of working, history of provision during teaching and during informal assessments, and the assessment requirements of the qualification. Certain simple adjustments may be all that is required (eg. adjusting seat height or providing an arm rest, etc). The same candidate may not require the same adjustment for all types of assessment. Different assessment methods make different demands. For example, a candidate with dyslexia may need extra time to complete a written examination, but may not need extra time for a workplace inspection.

Ensure that the adjustment is in accordance with NEBOSH guidelines

Accredited course providers must ensure that the adjustment will not impair NEBOSH’s ability to assess fairly the candidate’s performance in the assessment, and that the adjustment does not give the candidate an unfair advantage over other candidates. It is also important to ensure that other candidates are not affected adversely by any adjustment that is made.

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4.3 Identifying and obtaining supporting evidence

In order to ensure that any adjustment to assessment will provide the candidate only with the necessary assistance without giving him/her an unfair advantage over others, accredited course providers must be clear about the extent to which the candidate is affected by the disability or difficulty. The implications of some disabilities are not obvious and it may be necessary for accredited course providers to obtain specialist advice in order to determine the level and form of assistance that the candidate will need. Where the accredited course provider can verify evidence of the disability, and where the implications are clear – such as for candidates with physical difficulties or who are registered as blind or partially sighted – the accredited course provider will not need to provide further evidence. However, where the implications of the difficulty are not obvious, such as for learning difficulties, the accredited course provider will be required to provide additional evidence of the effect of the impairment on the candidate’s performance in the assessment. Any of the following types of evidence may be acceptable and the accredited course provider should decide which of these will best assist understanding the candidate’s situation: Evidence of assessment of the candidate’s needs in relation to the particular

assessment, made by relevant qualified accredited course provider staff (such as learning support staff, teaching staff, trainers, assessors and other specialist staff). This evidence should include an indication of how the accredited course provider plans to meet the candidate’s needs and should show that the candidate can cope with the level and content of the assessment. The evidence should be documented for audit purposes. Information from accredited course providers previously attended by the candidate may also be included.

History of provision within the accredited course provider. This should include

information about the support received by the candidate during the learning or training programme and during informal assessments. Evidence of the way in which the candidate’s needs have been met during the learning programme should be documented for audit purposes.

Written evidence produced by independent, authoritative, external specialists.

This will normally take the form of a report of a medical, psychological or professional assessment. The report should state the name, title and professional credentials of the person who carried out the assessment and produced the report. The report should set out the nature of the difficulty and the extent to which the candidate is affected by the difficulty, including the effects of any medication that the candidate may be taking. In cases where it might be expected that there could be changes in the way the candidate is affected by the difficulty, evidence of assessments or consultations carried out by an independent expert within the preceding two years should be provided. Where a condition is of a temporary nature, current evidence should be provided.

Where a reader or scribe is requested for a candidate with learning difficulties, there should be authoritative evidence that the candidate’s reading and writing skills are below average. Candidates with a ‘statement of special educational needs’ under the Education Act 1996 (as amended by the Special Educational Needs and Disability Act 2001) do not automatically qualify for reasonable adjustments since the reasons for the statement may have only limited effect on achievement in the assessment.

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It is the accredited course provider’s responsibility to ensure that all applications for reasonable adjustments are based on the individual needs of the candidate and that the evidence in support of the application is sufficient, reliable and valid. Accredited course providers should maintain records of all cases for audit purposes.

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5 Making reasonable adjustments 5.1 Principles for making reasonable adjustments

NEBOSH and its accredited course providers have a responsibility to ensure that the process of assessment is robust and fair and allows candidates to demonstrate their level of knowledge and understanding without circumventing the assessment criteria. In summary, adjustments to assessments should:

not invalidate the assessment requirements of the qualification

not give the candidate an unfair advantage

reflect as far as possible the candidate’s normal way of working

be based on the individual needs of the candidate. When considering whether an adjustment to assessment is appropriate, the following points should be considered.

Candidates should potentially be able to achieve the assessment requirements. Adjustments to assessment should not compensate the candidate for any lack of knowledge. The candidate must be able to cope with the content of the assessment and be able to work at the level required for the assessment.

Any adjustment to assessment must not invalidate the assessment requirements of the qualification or the requirements of the assessment strategy. Competence standards should not be altered. While NEBOSH will take all reasonable steps to ensure that candidates with a disability or difficulty are not placed at a substantial disadvantage in terms of access to assessment, there is no duty to make any adjustment to a provision, criterion or practice that is defined as a competence standard. The performance of all candidates is assessed against set standards. These standards cannot be altered; but it may be possible to change the delivery or process of assessment so that each candidate has an equal opportunity to demonstrate their level of knowledge and understanding of the subject.

Any adjustment to assessment must neither give the candidate an unfair advantage nor should it disadvantage the candidate. The qualification of a candidate who had an adjustment to assessment must have the same credibility as that of any other candidate. The possession of a NEBOSH qualification must therefore give a realistic indication to an employer (and others) of what the qualification holder is capable.

Any adjustment to assessment must be based on the individual needs of the candidate. Decisions about adjustments to assessment should be taken after careful consideration of the assessment needs of each individual candidate, the assessment requirements of the qualification and the nature and extent of the support given as part of normal teaching practice. Candidates should be consulted throughout the process.

Any adjustment to assessment should reflect the candidate’s normal way of working providing this does not affect what is being assessed in any way. The candidate should have experience of and practice in the use of the adjustment.

Any proposed adjustment to assessment must be able to be supported by evidence which is sufficient, valid and reliable, and must be able to be provided by the accredited course provider.

All proposed adjustments to assessment must be authorised by the person in charge of the programme at the accredited course provider.

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All adjustments to assessment must be implemented in accordance with the guidance given by NEBOSH.

5.2 Range of reasonable adjustments

The adjustments that are appropriate for a particular assessment will depend upon:

the specific assessment requirements of the qualification

the type of assessment

the needs and circumstances of the individual candidate. Where they have the expertise to do so, accredited course providers should decide on the adjustment(s) that will be needed in any particular case. In most instances, in order to ensure consistency and fairness in application and/or that the adjustment can be made without compromising other procedures, accredited course providers must apply to NEBOSH for approval to make the proposed adjustment. The table overleaf lists the most commonly requested adjustments to standard assessment arrangements and shows where an application to NEBOSH is required. It is not intended to be a comprehensive list and accredited course providers are advised to contact NEBOSH for advice on alternative ways of accessing assessment for particular situations. Accredited course providers must seek advice from NEBOSH in any case where they do not consider that they have the necessary expertise to judge whether a reasonable adjustment is needed and/or how it should be applied

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Type of adjustment Practical assessments

Assignments/ projects

Examinations

Extra time, normally to a maximum of 25% A A A

Supervised and timed rest breaks A n/a A

Change in the organisation of assessment room B n/a B

Separate accommodation within the venue B n/a A

Taking the assessment at an alternative venue B n/a A

Use of coloured overlays, low vision aids, etc A B A

Use of assistive software A B A

Use of dictionaries and bilingual dictionaries A n/a A

Assessment material in enlarged format A B A

Assessment material in Braille A A A

Language modified assessment material A A A

Assessment material in BSL A A A

Assessment material on coloured paper A B A

Assessment material in audio format A A A

Use of ICT A n/a A

Responses on audio cassette A A A

Responses in BSL A A A

Responses in Braille A A A

Reader A B A

Read out loud B n/a B

Scribe A B A

BSL/English interpreter A B A

Prompter A n/a A

Practical assistant A A A

Transcriber A A A

Key

The following key is used to indicate where the decisions regarding reasonable adjustments can usually be made. Reference to any type of adjustment does not imply that it will necessarily be available or approved in all circumstances.

A - reasonable adjustment permitted by NEBOSH B - reasonable adjustment at the discretion of the accredited course provider n/a - not applicable

The following sections provide guidance for accredited course providers on how various types of reasonable adjustments should be implemented. Accredited course providers should note the following:

Not all the adjustments to assessments described below will be reasonable or practical for particular situations. If in doubt, accredited course providers are advised to contact NEBOSH for advice.

The candidate may not need, or be allowed, the same adjustment for all qualifications. Some candidates may need a single adjustment; others may require a combination of several adjustments.

Accredited course providers will be required to implement the adjustment to assessment in accordance with the guidance given below and with any further conditions imposed. If accredited course providers exceed the type and/or level of assistance allowed, it may be viewed as malpractice and lead to sanctions for both the candidate and the accredited course provider.

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The list of reasonable adjustments is organised under the following headings:

Changes to assessment conditions Use of mechanical and electronic aids Modifications to presentation of assessment material Alternative ways of presenting responses Use of access facilitators.

5.2.1 Changes to assessment conditions

The accredited course provider must take into account evidence of need in the normal working arrangements made for the candidate and performance in internal assessments, such as mock examinations. It should also take into account any history of difficulties and any residual effects there may be from those difficulties. Extra time

Where assessment activities are time constrained, a candidate may be allowed extra time during an assessment if he/she has a condition that affects speed of processing.

The usual allowance for a timed assessment is up to 25% of the stated assessment time. The amount of extra time allowed should accurately reflect the extent to which the completion of the assessment will be affected by the candidate’s difficulty.

However, in some cases NEBOSH may deem a smaller allowance to be appropriate (eg, 10%).

In exceptional circumstances more than 25% may be allowed. There must be strong justification as to why more than 25% extra time is required. In cases where a candidate is using a reader or a scribe in order to remove the barrier to assessment, it would not normally be appropriate to grant more than 25% extra time. ‘Unlimited’ extra time will not be allowed.

It is the accredited course provider’s responsibility to propose the amount of extra time that the candidate will need, using as a guide the extra time required during informal assessments during the course. Extra time should not give the candidate an unfair advantage over others.

Before the accredited course provider proposes extra time for a candidate, the accredited course provider should be satisfied that the candidate can cope with the content of the qualification and that the candidate is medically fit to undertake the extended assessment.

Extensions to deadlines for assignment and project work will be granted only in exceptional circumstances.

Supervised rest breaks

Where assessment activities are time constrained, a candidate may, if there is a demonstrated need, be allowed rest breaks during an assessment.

Accredited course providers must ensure that both the candidate and his/her work are supervised during rest breaks.

Supervised rest breaks may be taken either in or outside the assessment room.

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The duration of the breaks will not be deducted from the assessment time. For reasons of practicality, it may be necessary to specify a maximum time for each break, and/or for the total duration of the assessment (ie. assessment time plus break time), and this may vary according to the needs of the candidate.

Candidates taking supervised rest breaks must not unduly distract other candidates. The position of the candidate within the assessment room, or separate accommodation and invigilation, may need to be considered.

Change in the organisation of the assessment room

Minor changes to the organisation of the assessment room may be required for candidates with autistic spectrum disorder, with visual or hearing impairment or with physical difficulties.

The accredited course provider should consider the needs of the individual candidate and, where possible, arrange the assessment room to suit the candidate. For instance: visually impaired candidates may benefit from sitting near a window so that they have good lighting; hearing impaired candidates may benefit from being seated near the front of the room; candidates with physical difficulties may benefit from using chairs with arm rests or adjustable heights; and candidates with autism may benefit from having visual or noise stimuli (such as a ticking clock) removed from the room.

Changes to the room organisation, or to the types of furniture provided, are at the accredited course provider’s discretion but must not disadvantage other candidates or affect the assessment criteria.

Separate accommodation within the venue

It may be necessary to accommodate candidates separately if they are likely to disturb other candidates – for instance by using readers, scribes, BSL/English interpreters or word-processing equipment, or by taking supervised rest breaks away from their seat – or if they are likely to be disturbed by the presence of other candidates. This adjustment may form a condition of other adjustments as well as being an adjustment in its own right.

Accredited course providers should ensure that, where a candidate is accommodated separately for assessments taken under examination conditions, usual examination conditions apply (insofar as other adjustments allow) and separate invigilation is arranged.

For examinations, an application for such an adjustment must be made to NEBOSH so that provision can be made for the security of examination materials and for invigilation instructions.

Taking the assessment at an alternative venue

In certain circumstances, the candidate may be permitted to take an assessment at an alternative venue, for example at home or in hospital.

The accredited course provider should ensure that the candidate is medically fit to take the assessment.

For assessments taken under examination conditions, standard examination and invigilation procedures should be in place at the alternative venue and the standard procedures for security of assessment material and despatch of the candidate’s work should be followed.

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5.2.2 Use of mechanical, electronic and technological aids

Use of coloured overlays, low vision aids, tinted spectacles, CCTV, OCR scanners and amplification equipment

Some candidates with visual impairment, hearing impairment or learning difficulties may benefit from using specific aids.

The accredited course provider should ensure that the candidate has had sufficient practice in the use of any aid and that any electronic aid is in good working order.

For assessments taken under examination conditions, the candidate should be accommodated separately with separate invigilation if the use of any of these aids will disturb other candidates. In these cases, the invigilator should be fully informed of the candidate’s requirements.

Accredited course providers should contact NEBOSH if they are unclear about whether any such aid will unfairly advantage the candidate or invalidate the assessment requirements. Application is required only for the use of those aids that have this potential.

Use of assistive technology

Blind and visually impaired candidates or those with learning difficulties may benefit from the use of software that reads material to them. Similarly, candidates with physical difficulties may benefit from the use of speech recognition software to record their responses.

Accredited course providers should ensure that the use of assistive technology will not invalidate the assessment requirements or give the candidate an unfair advantage. Due to the rapid development of such technology, accredited course providers should seek advice from NEBOSH before proposing the use of assistive technology.

The candidate should be familiar with how the assistive technology works. Use of bi-lingual translation dictionaries

Bi-lingual translation dictionaries may be used in examinations only by candidates whose first language is not English, Irish (or Gaeilge) or Welsh and who have not been resident in the UK or Ireland for more than two years at the time of the assessment. Holiday periods are included in the two year rule. It is the responsibility of the accredited course provider to verify eligibility.

The use of a bi-lingual translation dictionary should reflect the candidate’s normal way of working.

Candidates who are permitted to use bi-lingual translation dictionaries may also be allowed up to a maximum of 25% extra examination time, depending on need.

Accredited course providers must determine the needs of the individual candidate. Not all candidates will need to use a dictionary and have extra time. The candidate's need of the dictionary does not in itself justify allowing the candidate extra time, unless the candidate has to refer to the dictionary so often that examination time is used for this purpose instead of answering the questions.

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Electronic dictionaries, reading pens, translators, wordlists or glossaries must not be used.

Bi-lingual translation dictionaries should offer simple translation of words without definitions and must be thoroughly checked to ensure that notes have not been enclosed within or written on the pages of the dictionary. This should include checking that no other unauthorised information is contained in the dictionary. A candidate using a dictionary which contains notes will be considered guilty of malpractice.

Translation of either examination material or the candidate’s answers into or from the candidate’s first language will not be permitted where the examination is in English.

Where use of a dictionary is not required, extra time will not be authorised.

The regulations for the use of bi-lingual translation dictionaries must be adhered to; failure to do so can lead to the disqualification of the candidate.

5.2.3 Modifications to the presentation of the assessment material

Assessment material in enlarged format

Accredited course providers may apply for externally set assessment material to be enlarged to a format suitable for candidates with visual impairment.

The enlargement can take two forms:

- unmodified enlarged papers where the standard paper is photocopied from A4 to A3, thus enlarging the whole paper and retaining the original layout and visual presentation

- modified enlarged paper where the paper is modified by changing or simplifying the layout – and, where necessary, reducing the content – while still meeting the same objectives as those in the original paper.

Additional time will be needed to produce enlarged assessment material. Accredited course providers must apply for enlarged assessment materials by the deadlines set by NEBOSH (see section 5.3.1).

In some instances (eg. for assignment briefs and associated guidance), the accredited course provider may make enlargements to the assessment material without authorisation from NEBOSH. However, the candidate may be penalised for any errors in his/her work that occur as a result of incorrect or incomplete enlargement of the material.

It is the accredited course provider’s responsibility to provide accredited course provider-devised assessment, resource or reference materials in a suitable format for the candidate.

Assessment material in Braille

Accredited course providers may apply for externally set assessment material to be presented in Braille for blind or visually impaired candidates.

The material will be modified in line with the publication “Best Practice Guidance for the Modification and Production of Examination Papers for Candidates with a Visual Impairment”. This publication is available on the RNIB Website www.rnib.org.uk.

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The accredited course provider should meet NEBOSH deadlines for applying for assessment material in Braille (see section 5.3.1).

Permission may be given to accredited course providers to present some forms of externally set assessment materials in Braille. NEBOSH will advise when this can be permitted.

Braille is not always an appropriate adjustment for the candidate; not all blind people are fluent in Braille.

It is the accredited course provider’s responsibility to arrange for the accredited course provider-devised assessment, resource or reference materials to be presented in Braille.

Language modified assessment material

The language or wording in externally set written assessment materials may be modified by NEBOSH for those candidates who have been born profoundly deaf and whose first language is either English or British Sign Language (BSL). In either case, the candidate’s English may be impoverished and modified assessment material may be necessary. BSL is a language in its own right, with its own grammar, syntax and vocabulary, and written assessment material will have to be modified to use language structures with which deaf candidates are familiar.

Technical language may not be modified.

The modified version of the assessment material will contain the same questions as the standard version and the same answers will be expected from the candidate.

The accredited course provider must meet NEBOSH deadlines for requesting language modified assessment material (See section 5.3.1).

Assessment material in BSL (British Sign Language)

Where the accredited course provider cannot provide a BSL/English interpreter for the assessment, and if language modified assessment material is not sufficient, NEBOSH may be able to provide a BSL version of externally set assessment material on videotape instead of (or in addition to) the assessment material in written English. The accredited course provider should meet the NEBOSH deadlines for

requesting assessment material in BSL (See section 5.3.1).

The accredited course provider should ensure that the videotape, when received by the accredited course provider, is subject to the same security conditions as other assessment material.

The accredited course provider should provide playback equipment that is suitable and sufficient and in good working order.

Assessment material on coloured paper

Some candidates with visual impairment or learning difficulties may benefit from having assessment material copied on to coloured paper.

For examinations, the accredited course provider should meet NEBOSH deadlines for requesting assessment material on paper of a specific colour (See section 5.3.1).

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For other types of assessment, the accredited course provider shall have this responsibility. However, the candidate may be penalised for any errors in his/her work that occur as a result of incorrect or incomplete copying of the material.

It is the accredited course provider’s responsibility to provide accredited course provider-devised assessment, resource or reference material on coloured paper, if required.

5.2.4 Alternative ways of presenting candidate responses

Candidates eligible for reasonable adjustments should be provided with the means to present their responses by the method most appropriate and familiar to them, as long as the use of methods will not invalidate the requirements of the assessment. Use of ICT to present responses

The use of ICT in this context should be taken to include word processors, personal computers (PCs) and other microprocessor controlled devices producing output in text or other forms such as graphics and diagrams. For many candidates with additional support needs, computers can provide an effective means of independent communication.

A computer should be used only if it is appropriate to the candidate’s needs, if the candidate is confident in its use and can use it effectively, and if it reflects his/her normal way of working. The candidate should be consulted before a decision is taken whether the use of ICT is an appropriate adjustment. Where it is apparent that assessment objectives cannot be met fully if a computer is used, the accredited course provider should suggest alternative arrangements.

Consideration should be given to the effect that the use of the computer will have on NEBOSH’s ability to assess the candidate fairly. The use of the computer should not create a misleading impression of the candidate’s attainment or confer an unfair advantage over other candidates.

The accredited course provider needs to disable facilities such as spell-checkers, electronic dictionaries, thesaurus, calculators, predictive software, unless these have been agreed in advance with NEBOSH or the candidate has been permitted a scribe, or is using voice-activated software. Candidates should be given access only to those facilities that have been agreed in advance with NEBOSH.

The computer must be working correctly at the time of an assessment. It is the accredited course provider’s responsibility to arrange ICT provision for the candidate.

Accredited course providers should ensure that workstations are adapted for the need of the candidate, and that enabling technologies, such as speech recognition or voice activated software, coloured background, adapted keyboard, large tracker ball mouse, sticky keys, etc are available when needed and agreed in advance.

The computer must be used solely by the candidate and not by someone acting on the candidate’s behalf (unless NEBOSH has considered a Scribe to be appropriate – see 5.2.5).

The candidate must be accommodated and invigilated separately since the use of a computer is likely to distract other candidates.

Candidates must not be able to gain access to existing files or documents. The computer should be free-standing and not connected to a server or to the Internet.

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The candidate’s work must be saved frequently, preferably by using an autosave facility.

The candidate should be present when his/her work is printed. For assessments where the candidate’s response is submitted to NEBOSH without copies being retained (eg. for examinations), electronic copies of the work should be destroyed (or submitted on disc together with the printout if preferred) after a check has been made that all pages have printed properly.

The candidate and invigilator must initial each sheet at the bottom of the page to confirm it is the candidate’s own work.

Where an answer book is provided, the printout must be securely bound within the covers of a standard booklet, with the details on the front cover completed. Each answer must appear on a separate sheet where required and must be clearly numbered. For external assessments, the name of the candidate should not appear on any printed page.

Responses on audio cassette or similar recording device

Where there is evidence of need, candidates may be permitted to record their responses to questions on to audio cassette or similar recording device. This arrangement will be available only for assessments where there is no requirement for the candidate to produce visual material and where it will not invalidate the assessment requirements.

Where the candidate’s responses are recorded on to audio cassette or similar recording device, the accredited course provider should provide a transcript of the candidate’s responses.

The accredited course provider should ensure that suitable and sufficient recording equipment is provided and that it is in full working order.

It will be the accredited course provider’s responsibility to ensure that the transcript is an accurate reflection of the candidate’s responses. Both the transcript and the audio cassette or electronic recording file should be submitted for assessment.

Written responses by deaf or hearing impaired candidates

Where candidates whose first language is BSL produce their responses in writing, they will have the content of their responses assessed and not the standard of English.

Where the candidate’s writing is illegible, the accredited course provider can arrange for a transcript to be made of the candidate’s responses. Both the transcript and the original should be submitted for assessment. Responses in BSL

Where there is evidence of need, candidates may be allowed to sign their responses to questions. Signing of responses will not be permitted if it will invalidate the assessment requirements.

Signing of responses can take two forms:

- Candidates can sign full responses in BSL to a video camera. Where the candidate is required to show knowledge of an English term in their response, this must be fingerspelt.

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- Candidates can sign their responses and the accredited course provider will provide a transcript of the responses for assessment. This will be permitted only where the answers involve single words or where it is possible to finger-spell the answers.

Where the candidate will sign the responses to a video camera, the accredited course provider should ensure that suitable and sufficient recording equipment is available and that the equipment is in good working order.

The accredited course provider should ensure that the transcript is an accurate reflection of the candidate’s responses.

Responses in Braille

Where there is evidence of need and where it will not invalidate the assessment requirements, candidates may be permitted to present their responses in Braille.

In these cases a transcript of the candidate’s responses should be provided by the accredited course provider. It will be the accredited course provider’s responsibility to ensure that the transcript is an accurate reflection of the candidate’s responses. The accredited course provider should select a transcriber with the required level of skill in Braille and fully brief him/her on the responsibilities of the role.

5.2.5 Use of access facilitators

Reader

A reader is a person who, when requested, will read to the candidate all or part of the assessment material and the candidate’s written responses. Where there is evidence of need, a reader may be allowed in assessments where reading or understanding of the written word is not an assessment requirement or an integral part of the purpose of the assessment.

The accredited course provider should, in consultation with the candidate, decide whether the use of a reader is an effective arrangement for the candidate. Alternatives may include accessing the assessment material in Braille or through sign language.

The accredited course provider is responsible for making the necessary arrangements for the provision of a reader.

The reader should not normally be the candidate’s own tutor or assessor but there may be circumstances in which it is necessary to use the candidate’s own tutor or assessor in that capacity; in such cases, NEBOSH must be specifically consulted. Under no circumstances may a relative, friend or peer of the candidate be used as a reader.

The accredited course provider should select the reader on the basis of his/her ability to work effectively with the candidate. The reader should be able to read accurately and at a reasonable rate and should have a sufficient (but not detailed) knowledge of the subject in order to read technical terms accurately.

A candidate should, wherever possible, have had previous practice in working with the reader and should have used this arrangement during the training programme leading up to the assessment.

The accredited course provider should ensure that the candidate and reader are clear about the limitations of the reader’s role in the assessment situation.

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The candidate using a reader should be accommodated separately so as not to disturb other candidates.

A separate invigilator should be present when a reader is used in order to ensure that the guidance regarding readers is followed.

The accredited course provider should give the reader clear instructions regarding what he/she is required to do as well as what he/she is not allowed to do during the assessment. These instructions should also be given to the invigilator.

For candidates permitted to use a reader and a scribe, the same person may act as both.

Where a candidate is not eligible for the use of a reader, it may be helpful for the candidate to read the questions aloud. In these circumstances, the candidate must be accommodated in a separate room so that other candidates are not disturbed. Separate invigilation should be arranged in these cases. The invigilator may not correct the reading of the candidate.

The reader is responsible to the Head of Accredited course provider and should be acceptable to that person.

To assist Readers during an examination, a flowchart can be found in Appendix 3.

The following criteria form part of NEBOSH procedures and requirements but may also be used by accredited course providers as a basis for the instructions and guidance to be given to a reader. During the assessment, the reader:

should read only as requested by the candidate. The candidate may choose to read some parts of the assessment him/herself.

should read accurately. If the reader is working with a deaf or hearing impaired candidate, the reader should articulate clearly.

should read the exact wording (instructions and questions) but not give meanings of words, or rephrase or interpret anything.

should repeat instructions and questions on the paper only when specifically requested to do so by the candidate. The repetition of the instructions and questions should be agreed with and explained to the candidate prior to the assessment.

may consult a dictionary and read out entries only when this has been specifically allowed and then only at the candidate’s request.

should read, as often as requested, the answers already recorded but must not act as proof-reader.

should neither give factual help to the candidate nor offer any suggestions.

should not advise the candidate on which questions to attempt, on when to move to the next question, on the order in which questions should be answered or on any other matter.

may enable a visually impaired candidate to identify which piece of visual material relates to which question but should neither give factual help to the candidate nor offer any suggestion.

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is permitted to help a visually impaired candidate using diagrams, graphs and tables to obtain the information that the printed (or amended print) copy would give to a sighted candidate.

should, if requested, give a visually impaired candidate the spelling of a word that appears on the paper; otherwise spellings must not be given.

should refer any problems during the assessment to the invigilator.

Scribe

A scribe is a person who, in an assessment, writes down or word process accurately a candidate's dictated responses. The use of a scribe should not affect the assessment requirements for the qualification being assessed.

The accredited course provider should, in consultation with the candidate, decide whether the use of a scribe is an appropriate adjustment for the candidate. As the effective use of a scribe requires high level communication skills from the candidate, accredited course providers are advised to consider whether an alternative, such as the use of a computer, would be more appropriate.

The accredited course provider is responsible for making the necessary arrangements for the provision of a scribe.

A scribe should not normally be the candidate's own tutor or assessor but there may be circumstances in which it is necessary to use the candidate's own tutor or assessor in that capacity; in such cases, NEBOSH must be specifically consulted. Under no circumstances may a relative, friend or peer of the candidate be used as a scribe.

The accredited course provider should select the scribe on the basis of his/her ability to work effectively with the candidate. The scribe should be able to produce an accurate record of the candidate’s responses, write legibly at a reasonable speed or word process accurately and have a sufficient, but not detailed, knowledge of the subject to be able to record technical terms correctly.

A candidate should, wherever possible, have had previous practice in working with the scribe and should have used this arrangement during the learning programme leading up to the assessment.

The accredited course provider should ensure that the candidate and scribe are clear about the limitations of the scribe’s role in the assessment situation.

The candidate using a scribe should be accommodated separately so as not to disturb other candidates.

A separate invigilator should be present when a scribe is used in order to ensure that the guidance regarding scribes is followed.

The accredited course provider should give the scribe clear instructions regarding what he/she is required to do as well as what he/she is not allowed to do during the assessment. These instructions should also be given to the invigilator.

For candidates permitted to use a reader and a scribe, the same person may act as both.

The scribe is responsible to the Head of Accredited course provider and should be acceptable to that person.

Voice activated computer software which produces hard copy with predictive text when the candidate dictates into a word processor may be used as a scribe. Also software (a screen reader) may be used to read back and correct the candidate’s dictated answer (*see also Assistive technology, page 16).

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Computer software which produces hard copy with predictive text/spell checker when the candidate uses a word processor may be used as a scribe.

Computer software which produces speech can be used to dictate to a scribe.

To assist Scribes during an examination, a flowchart can be found in Appendix 3.

The criteria below form part of NEBOSH procedures and requirements but may also be used by accredited course providers as a basis for the instructions and guidance to be given to a scribe.

During the assessment, a scribe:

should check with the candidate the parts of the assessment for which he/she wishes to have his/her responses scribed. The candidate may choose to write some responses him/herself.

should neither give factual help to the candidate nor offer any suggestions.


should write down answers exactly as they are dictated. Incorrect spelling by a scribe will not be penalised.

should write a correction on a typescript or Braille sheet if requested to do so by the candidate.

must draw or add to maps, diagrams and graphs strictly in accordance with the candidate’s instructions.

may, at the candidate’s request, read back what has been recorded but no comment must be made about any part of the candidate’s response.

should immediately refer any problems during the assessment to the invigilator. British Sign Language (BSL)/English interpreter

Although British Sign Language (BSL) is now recognised as an official language of the UK, it is not a statutory language. The regulatory authorities’ criteria state that “Awarding bodies may allow assessment in British Sign Language in accordance with criteria 14 to 20 in the section Reasonable Adjustments and Special Consideration”. Where BSL is the primary means of communication for deaf or hearing impaired candidates, these candidates may have the support of a BSL/English interpreter to sign the questions (or part questions) in written assessments.

The accredited course provider should ensure that the BSL interpreter has the required level of skill in the sign language and also a good working knowledge of the content of the assessment. NEBOSH will provide the accredited course provider with a specification for the person who will be allowed to interpret the written assessment material into BSL.

A candidate should, wherever possible, have had previous experience of working with a BSL interpreter and should have used this arrangement during the learning programme leading up to the assessment.

The accredited course provider should ensure that the candidate and the person providing the interpretation are clear about the limitations of the interpreter’s role in the assessment situation.

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The accredited course provider should ensure that NEBOSH is provided with the

details of the BSL interpreter so that he/she can be given access to the assessment material in advance of the assessment, in order to prepare for the signing.

The BSL interpretation should not give the candidate an unfair advantage and care must be taken not to indicate the meaning of technical words where candidates’ understanding of these words is inherent in the purpose of the question. The interpretation should not explain or clarify. In some instances, it may be more appropriate to finger-spell a word.

Any words or phrases interpreted for the candidate should be underlined on the assessment material, which should be attached to the candidate’s answer book. Amended versions of questions should be shown on the assessment material.

The BSL interpreter may, at the candidate’s request, sign any labels or text connected with reference material such as maps, diagrams or graphs. The candidate should, however, study the reference material independently.

The candidate using a BSL interpreter should be accommodated separately so as not to disturb other candidates.

A separate invigilator should be present when a BSL interpreter is used in order to ensure that the guidance regarding BSL interpreters is followed.

The accredited course provider should give the BSL interpreter clear instructions regarding what he/she is required to do as well as what he/she is not allowed to do during the assessment. These instructions should also be given to the invigilator.

The BSL interpreter is responsible to the Head of Accredited course provider and should be acceptable to that person.

Prompter

Candidates with severe attention problems may require the use of a prompter in timed assessment situations in order to draw their attention back to the assessment task.

The accredited course provider should, in consultation with the candidate, decide whether the use of a prompter is an appropriate arrangement for the candidate. Where the problem is one of concentration, consideration should be given to allowing supervised rest breaks rather than a prompter.

The accredited course provider is responsible for making the necessary arrangements for the provision of a prompter.

A prompter should not normally be the candidate’s own tutor or assessor but there may be circumstances in which it is necessary to use the candidate’s own tutor or assessor in that capacity; in such cases NEBOSH must be specifically consulted. On no account may a relative, friend or peer of the candidate be used as a prompter.

The accredited course provider should ensure that the candidate and the prompter have had experience of working together. Prompters should be sufficiently familiar with the candidate to recognise when his/her attention is no longer on the assessment task and that he/she is not, for example, looking away from the paper whilst thinking.

Under no circumstances may the prompter draw the attention of the candidate to part of the question paper or the candidate’s script.

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The prompter should sit near enough to be able to observe the candidate and draw his or her attention back to the task. This should, however, be organised as unobtrusively as possible. The candidate’s attention may be drawn back to the task using a light tap on the candidate’s arm or shoulder or, alternatively, the desk (although not in a way that may be taken to indicate any part of the examination question paper). Verbal prompting should not normally be used. The method used by the prompter to bring back the candidate’s attention should be agreed before the assessment between the candidate and the prompter and should be acceptable to the accredited course provider. It should be noted that some candidates with emotional and behavioural sensitivity/vulnerability and/or mental health conditions may not be comfortable with a ‘light tap’ prompt. A form of verbal prompting should be considered for these candidates.

In the case of candidates with epilepsy, where the problem is one of temporary absenting, the normal procedure to help that candidate will be allowed.

The accredited course provider should ensure that the candidate and prompter are clear about the limitations of the prompter’s role during the assessment.

The accredited course provider should give the prompter clear instructions regarding what he/she is required to do and what he/she is not allowed to do during the assessment. These instructions should also be given to the invigilator.

A separate invigilator should be present when a prompter is used. The invigilator is present to ensure that the guidance regarding prompters is followed. The invigilator should be fully informed of the strategies used to regain the candidate’s attention.

The prompter is responsible to the Head of Accredited course provider and must be acceptable to that person.

The criteria below form part of NEBOSH procedures and requirements but may also be used by accredited course providers as a basis for the instructions and guidance to be given to a prompter.

During the assessment, a prompter:

should draw the candidate’s attention back to the task in hand by a method of prompting agreed with the candidate in advance.

should not give factual help to the candidate or offer any suggestions.


should be prepared for periods of inactivity during the examination but should remain vigilant.

should refer any problems during the examination to the invigilator. Practical assistant

A practical assistant is a person who, during an assessment, carries out practical tasks at the instruction of the candidate. Examples of the kinds of tasks with which the practical assistant may assist are turning the pages of a question paper and opening the door of a storage cabinet in a practical assessment.

The accredited course provider should, in consultation with the candidate, decide whether the use of a practical assistant is an appropriate arrangement for the candidate. A practical assistant will not normally be allowed where the practical task required is the focus of the assessment.

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The accredited course provider is responsible for making the necessary arrangements for the provision of a practical assistant.

The practical assistant should be familiar with the requirements of the assessment, but should not normally be the candidate's own tutor or assessor. There may be circumstances in which it is necessary to use the candidate's own tutor or assessor in that capacity; in such cases, NEBOSH must be specifically consulted. On no account may a relative, friend or peer of the candidate be used as a practical assistant.

A practical assistant should be a person who is able to ensure the safety of the candidate and carry out his/her instructions accurately.

The accredited course provider should give clear instructions to the practical assistant on what he/she is required to do and what he/she is not allowed to do during the assessment. These instructions should also be given to the invigilator. The practical assistant may not perform tasks for which the candidate will receive credit.

The use of a practical assistant should not modify the specification requirements. In some cases, for example, the manipulation of apparatus or making accurate visual observations may be the skill being assessed and in these cases the use of a practical assistant will not be permitted.

Candidates who are using a practical assistant may, depending on the nature of assistance, need to be accommodated separately from other candidates. In these cases, a separate invigilator should be present. The invigilator is present to ensure that the guidance regarding practical assistants is followed. During practical assessments, a practical assessor or supervisor should also be present in addition to the practical assistant.

The following criteria form part of NEBOSH procedures and requirements but may also be used by accredited course providers as a basis for the instructions and guidance to be given to a practical assistant.

During the assessment, a practical assistant:

should follow the instructions given by the accredited course provider on the level and kind of assistance that can be given to the candidate as agreed with NEBOSH for that particular candidate.

should ensure the safety of the candidate and those around him/her.

should not give factual help to the candidate or offer any suggestions.


should carry out instructions exactly as they are given unless to do so would create an unacceptable risk. If the practical assistant does not understand the candidate's instructions, he/she may ask for clarification but must not lead the candidate in any way or attempt to interpret the candidate's wishes; if incorrect or inadequate instructions are given by the candidate, this must be reflected in the outcome of the assessment.

should not expect to assist the candidate throughout an assessment (there may be parts of the assessment that the candidate can do without help and thus gain credit for demonstrating the required skills).

should refer any problems during an assessment to the invigilator/supervisor.

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Transcriber

This arrangement may be used by candidates whose handwriting is illegible due to a physical or other difficulty but who are unable to use a computer or dictate their responses. The role of the transcriber is to produce a transcript of the candidate's work to assist the examiner/assessor in its assessment. The examiner/assessor will refer to the transcript only if it is impossible to decipher any part of the candidate's response.

The accredited course provider should, in consultation with the candidate, decide whether the use of a transcript will be an effective arrangement for the candidate.

The accredited course provider will normally be responsible for making the necessary arrangements for the provision of a transcriber.

The accredited course provider should give the transcriber clear instructions regarding what he/she is required to do.

The transcript should normally be produced by a member of the accredited course provider’s staff who is familiar with the candidate's handwriting, or by a person who is fully competent in Braille (where the transcription is for the candidate’s responses produced in Braille) or who has the required skills in BSL (where the transcription is for candidate’s responses produced in BSL).

The transcript should be securely attached to the back of the candidate's work and be included with the other work from the accredited course provider for dispatch to the NEBOSH or the practical assessor in the normal way. The production of the transcript should not delay the dispatch of scripts and where this would be an inevitable consequence, an alternative arrangement may be made by NEBOSH.

NEBOSH will not inform the examiner, and the accredited course provider should not inform the practical assessor, of the reason why a transcript was necessary.

The criteria below form part of NEBOSH procedures and requirements but may also be used by accredited course providers as a basis for the instructions and guidance to be given to a transcriber.

Following the assessment, the transcriber:

should produce a transcript of the candidate’s answers as a separate document on lined or unlined white paper as appropriate.

may handwrite or word-process the transcript. If handwritten, the transcript should be in dark blue or black ink; pencil must never be used.

should, for examinations, produce the transcript immediately after the examination under secure conditions.

should not involve the candidate in the production of the transcript.

should normally transcribe complete answers. In cases where only occasional words need to be transcribed, these may be written on a photocopy of the candidate's script. On no account should the candidate's original script be marked or annotated in any way.

should produce a word-for-word transcription (ie. an exact copy of what the candidate has written). The transcriber may not insert, omit or substitute words, or change their order.

may correct the spelling of non-technical words but should indicate any corrections to spelling on the verbatim transcript using a different colour ink (but not red); pencil must not be used for this purpose.

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should not transcribe diagrammatic material. Assessment of such material will be based on the candidate’s own work.

5.3 Procedures for making reasonable adjustments

There are two routes through which a candidate may be granted adjustments to assessment. These are:

adjustments permitted by NEBOSH

adjustments permitted by the accredited course provider. In general, if the proposed adjustment has the potential of giving an unfair advantage, or of being perceived as giving an unfair advantage, to the candidate, then permission from NEBOSH will need to be sought. This is to ensure a consistent approach between accredited course providers, and between candidates. The intention, however, is to ensure that the proposed adjustment is an appropriate one and is sufficient for the candidate’s needs as much as providing a check on over-compensation. For some types of adjustment, an application to make the adjustment would not be required if it were not for the fact that security procedures would otherwise be compromised. Hence, applications for assessment material on different coloured paper or presented with enlarged text will largely be agreed as a formality but are required so that NEBOSH can prepare the required material. The alternative would be to circumvent well-established procedures designed to ensure the integrity of the examination process, which could create further problems. The main types of adjustment, and the responsibility for agreeing them, are shown in the table in section 5.2 (page 13).

5.3.1 Adjustments permitted by NEBOSH

An application for an adjustment to assessment must be made by the accredited course provider on behalf of the candidate. It must be made on the appropriate form. The applicable forms may be downloaded from the accredited course provider-accessible section of the NEBOSH website, www.nebosh.org.uk. The information requested on the form must be provided in all cases. It is the accredited course provider’s responsibility to recommend the adjustment needed by the candidate. This should be justified by giving details of the effect of the disability or difficulty on the candidate’s performance in the assessment, appropriately supported by evidence. This evidence may include reports of assessments of the candidate’s needs carried out within the accredited course provider, history of previous provision of adjustments within the accredited course provider and/or relevant medical, psychological or other professional assessments. The accredited course provider should also provide an indication of the extent of support that has been provided in the learning and informal assessment situation. No personal information, including details of disabilities, should be sent to NEBOSH without the candidate’s prior written consent. The accredited course provider must be assured, before making the application, that it is able to make provision for the adjustment if approved.

May 2010 (v7) 30



Full details of the adjustment are required, including the means by which the accredited course provider will make the adjustment. It is the responsibility of the accredited course provider to obtain permission from the candidate to make the application. The application should be signed and dated by a member of the accredited course provider staff who has formally been given authority for this by the Head of Accredited course provider. By signing the form, the person declares that:

the details in the application are accurate.

the accredited course provider will be able to provide the arrangements requested if their use is approved by NEBOSH.

the reasonable adjustment will be implemented in accordance with the guidance given by NEBOSH.

the accredited course provider will not exceed the allowances given.

the accredited course provider has the candidate’s authority to make the application and (where applicable) submit the evidence.

. The application should be submitted as early as possible but at least by the deadline set by NEBOSH. This is no later than one calendar month prior to the date of the assessment or for ‘local’ NEBOSH Certificate-level examinations (only) by registration closing date. It should be noted that applications received after the deadline may not be processed in time for the candidate to take the assessment with the adjustment, and that an adjustment must not be made if written approval from NEBOSH, where required, has not been received by the accredited course provider. NEBOSH reserves the right to accept or reject an application, to modify or add conditions applying to any proposed adjustment, or to request further information. Accredited course providers may appeal against a decision, or any part of a decision, made by NEBOSH (see section 8.1). A decision will be made within 14 days of the receipt of an appeal notice. The original decision by NEBOSH stands until this time. For applications received close to the deadline, in particular, this may leave insufficient time for the candidate to take the assessment with the adjustment requested by the appeal. Early application is therefore recommended, particularly in cases that may be contentious. NB: An approval for reasonable adjustments shall apply to all written assessments for a qualification at that sitting. Candidates undertaking an assessment for more than one qualification at the same sitting will require one application per qualification. If the candidate takes or re-takes one or more assessment units at a later sitting, then a new application and evidence is required. Reasonable adjustments to be approved by NEBOSH are dealt with by the NEBOSH Operations department, with the Operations Manager delegating authority to a designated person as appropriate. In particular circumstances and/or in the absence of the Operations Manager, the adjustment will be made in consultation with the NEBOSH Standards and/or Development Manager.

May 2010 (v7) 31


5.3.2 Adjustments made by the accredited course provider

In some cases, reasonable adjustments may be made by the accredited course provider without seeking prior permission from NEBOSH. In the main, these are adjustments that are unlikely to place the candidate at an unfair advantage, will not have any sort of adverse effect on other candidates and will not compromise security procedures. Rearranging seating positions in an examination room or the provision of an adjustable chair are typical examples of adjustments that may be made locally. NEBOSH must be contacted if there is any doubt on whether prior permission is required and whenever an adjustment made by the accredited course provider has led to the position whereby assessment criteria may have been compromised. The accredited course provider must keep a record of all adjustments that have been made, however minor, and the reasons for them (see next section).

May 2010 (v7) 32


6 Record-keeping and monitoring

6.1 Keeping records Accredited course providers are required to keep records of adjustments that they have permitted and those that they have requested from NEBOSH. It is recommended that accredited course providers nominate a member of staff at the accredited course provider to take responsibility for demonstrating the implementation and recording of adjustments to assessment for monitoring by NEBOSH or the regulatory authorities. For adjustments to assessment agreed by NEBOSH, accredited course providers should retain a copy of the application form, supporting evidence and relevant documentation received from NEBOSH. Accredited course providers are also required to keep records of their decisions to permit adjustments to assessments, however minor they might seem. These records should include any supporting evidence. All records should be retained for a period of not less than five years.

6.2 Monitoring and quality assurance

The regulatory authorities place an obligation on awarding bodies to “have procedures in place to monitor and evaluate the use of reasonable adjustments and special consideration in order to ensure that they are effective and meet the requirements of current legislation.” In order to do fulfil its obligation, NEBOSH will:

ensure that its accredited course providers have policies in place to prevent discrimination against disabled candidates in terms of providing access to qualifications and assessment.

monitor accredited course providers’ adherence to these policies and procedures.

provide its accredited course providers with procedures for requesting reasonable adjustments.

regularly review these procedures in light of changes in legislation and regulatory criteria.

ensure that its accredited course providers have effective internal systems and procedures for requesting and permitting reasonable adjustments.

monitor applications for reasonable adjustments to ensure that the adjustments requested are reasonable and supported by evidence that is valid.

monitor its accredited course providers, during planned visits by Field Standards Advisers and as part of the re-accreditation process, to check that their internal systems meet NEBOSH requirements.

May 2010 (v7) 33


7 Special consideration Special consideration is an action taken after an assessment to allow candidates who have been disadvantaged by temporary illness, injury, indisposition or adverse circumstances at the time of the assessment to demonstrate attainment. 7.1 Eligibility criteria

Special consideration applies to all assessment tasks. For internally assessed assessment tasks (eg, Certificate practical application), special consideration must always be given by NEBOSH and not by the internal assessor. The application of special consideration must not mislead any person in respect of the ability or competence of the candidate. A candidate who is fully prepared for an external assessment may be eligible for special consideration if his/her performance in an assessment task has been affected by circumstances beyond his/her control.

These include:

temporary personal illness or accident/ injury at the time of the assessment.

bereavement at the time of the assessment; or bereavement occurring before the time of the assessment, where an anniversary has been reached at the time of the assessment or there are ongoing implications such as inquests or court cases.

serious disturbance during the assessment.

alternative assessment arrangements that were agreed in advance of the assessment that proved inappropriate or inadequate.

A candidate will not be eligible for special consideration:

if it is being sought for any assessment tasks that have been missed due to any reason.

if no evidence that the candidate has been affected at the time of the assessment by a particular condition is supplied.

for long term illness or other difficulties during the course affecting revision time, unless the illness or circumstances manifest themselves also during the assessment.

for domestic inconvenience, such as moving house, getting married, lack of facilities, or taking holidays at the time of the assessment.

for minor disturbance in the examination caused by candidates, such as mobile phones etc.

the consequences of taking alcohol or any other non-prescribed drugs.

as the consequences of disobeying the accredited course provider’s internal regulations.

for the failure to prepare candidates properly for the examination for whatever reason.

for misreading the timetable and/or failing to attend at the right time and in the right place.

for misreading the instructions of the question papers and answering the wrong questions.

for failure to cover the course as a consequence of joining part way through.

May 2010 (v7) 34


for a permanent disability unless illness affects the candidate at the time of the assessment (reasonable adjustments exist to make adjustments in such cases).

for failure to request reasonable adjustments on time.

for adverse weather conditions, except in extreme circumstances.

if the effect on the final assessment cannot be reliably quantified by NEBOSH. Where the circumstances prior to the assessment are of a temporary nature and are such that an effect on performance is reasonably foreseeable, the candidate might be advised to postpone the assessment until a later date. Special consideration will normally be given by applying an allowance of marks to each assessment task affected in a particular scheme of assessment. The size of the allowance depends on the timing, nature and extent of the illness or misfortune. The maximum allowance given will be 5% of the total raw marks available in the assessment task concerned.

The decision will be based on various factors. These will include the severity of the circumstances and the date of the assessment task in relation to the circumstances. Each case is assessed individually.

5% This is the maximum allowance and will be reserved for the most exceptional cases, such as:

terminal illness of the candidate terminal illness of a spouse/partner/child recent death of a member of the immediate family serious and disruptive domestic crises leading to acute anxiety about the family.

4% Very serious problems such as:

incapacitating illness of candidate major surgery at or near the time of the assessment task severe disease severe car accident recent death of member of extended family severe or permanent bodily injury occurring at the time of the assessment task domestic crisis at time of assessment task.

3% A more common category, many more cases will fall into this group, including:

recent traumatic experience such as death of a close friend or distant relative recent illness of a more serious nature flare-up of severe congenital conditions such as epilepsy, diabetes, severe

asthmatic attack recently broken limbs organ disease physical assault trauma before an assessment task recent domestic crisis witnessing a distressing event on day of assessment task.

May 2010 (v7) 35


2% Probably the most common category of allowance. The majority of cases might fall within this category:

minor illness at the time of the assessment task broken limb on the mend recent viral illness concussion effects of pregnancy (not pregnancy per se) hay fever on the day of an assessment task extreme distress on day of assessment task.

1% Reserved for more minor problems:

noise during assessment task which is more than momentary illness of another candidate in assessment room stress or anxiety for which medication has been prescribed minor ailments headache minor upset arising from administration problems, such as wrong time allocated.

0% Consideration was given but the addition of marks was considered inappropriate:

where the request fails to meet the criteria, it will be rejected.

7.2 Applying for special consideration

An application for special consideration must be made by the accredited course provider on behalf of the candidate and must be made on the appropriate form downloaded from the accredited course provider-accessible section of the NEBOSH website, www.nebosh.org.uk. The information requested on the form must be provided in all cases. Accredited course providers must submit evidence in support of special consideration where appropriate. This may include medical evidence, a statement from the invigilator or any other appropriate information that shows the extent to which a candidate’s performance has been affected. The application should be signed and dated by a member of the accredited course provider staff who has formally been given authority for this by the Head of accredited course provider . The signatory must declare that the information given is, to the best of their knowledge, accurate. An application for special consideration should be submitted as soon as possible after the assessment and no later than 7 days after an examination. Requests made after this date, but before the results have been declared, will be considered only when it is practicable and reasonable to do so. Requests for special consideration will not be accepted after the results of the assessment have been declared except in one of the following circumstances:

the application has been overlooked at the accredited course provider and the oversight is confirmed by the Head of accredited course provider.

May 2010 (v7) 36



medical evidence comes to light about a candidate’s condition demonstrating that the candidate must have been affected by the condition at the time of the assessment, even though the problem revealed itself only after the assessment.

If the application for special consideration is successful, the candidate’s performance will be reviewed in the light of available evidence. It should be noted that a successful application of special consideration will not necessarily change a candidate’s result. Where a group of candidates has been affected by the same set of circumstances, then a list of the candidates concerned (showing names and candidate numbers) must be attached to the application. Supporting evidence must also be provided where appropriate.

May 2010 (v7) 37


8 Appeals and malpractice 8.1 Appeals

Accredited course providers must have effective internal appeals procedures so that candidates can query any decision taken by the accredited course provider not to allow an adjustment to assessment. These procedures should be made available to candidates and should include details of the grounds for appeal and the timescales associated with investigations of appeals.

8.2 Malpractice

Accredited course providers should note that failure to comply with the guidance regarding adjustments to assessment set out by NEBOSH has the potential to constitute malpractice and may lead NEBOSH to withhold a candidate’s result. Examples of failure to comply in this respect include:

putting in place arrangements without seeking prior approval from NEBOSH where this is required

exceeding the allowances agreed with NEBOSH

agreeing delegated adjustments that are not supported by evidence

failing to maintain records of reasonable adjustments for audit.

Instances of malpractice may be taken into account by NEBOSH when accredited course provider accreditation or re-accreditation is being considered. Please see the “NEBOSH Malpractice policy and procedures” document for further details.

May 2010 (v7) 38


Appendix 1: Sources of additional information Action for Blind People 14-16 Verney Road London SE16 3DZ

helpline: 0800 915 4666 tel: 020 7732 8771 fax: 020 7635 4900 email: [email protected] www.afbp.org

ASBAH (Association for Spina Bifida and Hydrocephalus) 42 Park Road Peterborough PE1 2UQ

tel: 01733 555988 fax: 01733 555985 email : [email protected] www.asbh.org

Action for ME 3rd Floor, Canningford House 38 Victoria Street Bristol BS1 6BY

tel: 0845 123 2380 or 0117 927 9551 fax: 0117 927 9552 email: [email protected] www.afme.org.uk

Asthma UK Summit House 70 Wilson Street London EC2A 2DB

adviceline: 08457 01 02 03 tel: 020 7786 4900 fax: 020 7256 6075 email: [email protected] www.asthma.org.uk

Adult Dyslexia Organisation 336 Brixton Road London SW9 7AA

helpline: 020 7924 9559 tel: 020 7737 7646 fax: 020 7207 7796 email: [email protected] www.adult-dyslexia.org

AVERT (Aids Education and Research Trust) 4 Brighton Road Horsham West Sussex RH13 5BA

tel: 01403 210202 fax: 01403 211001 email: [email protected] www.avert.org

AFASIC 2nd Floor 50-52 Great Sutton Street London EC1V 0DJ

helpline: 0845 3555577 tel: 020 7490 9410 fax: 020 7251 2834 email: [email protected] www.afasic.org.uk

BackCare (National Back Pain Association) 16 Elmtree Road Teddington, Middlesex TW11 8ST

helpline: 0870 950 0275 tel: 020 8977 5474 fax: 020 8943 5318 email: [email protected] www.backcare.org.uk

Arthritis Care 18 Stephenson Way London NW1 2HD

tel: 020 7380 6555 fax: 020 7916 1505 email: [email protected] www.arthritiscare.org.uk

British Deaf Association Coventry Point, Market Way Coventry CV1 1EA

helpline (voice): 0870 770 3300 helpline (text): 0800 652 2965 minicom: 02476 550393 videophone: 84.12.97.143 fax: 02476 221541 email: [email protected] www.bda.org.uk

May 2010 (v7) 39


http://www.afbp.org/


http://www.asbh.org/


http://www.afme.org.uk/


http://www.asthma.org.uk/


http://www.adult-dyslexia.org/


http://www.avert.org/


http://www.afasic.org.uk/


http://www.backcare.org.uk/


http://www.arthritiscare.org.uk/


http://www.bda.org.uk/


British Dyslexia Association 98 London Road Reading Berks RG1 5AU

helpline: 0118 966 8271 tel: 0118 966 2677 fax: 0118 935 1927 email: [email protected] www.bdadyslexia.org.uk

CACDP (Council for the Advancement of Communication with Deaf People) Durham University Science Park Block 4, Stockton Road Durham DH1 3UZ

tel: 0191 383 1155 textphone: 0191 383 7915 fax: 0191 383 7914 email: [email protected] www.cacdp.org.uk

British Epilepsy Association (Epilepsy Action) New Anstey House Gate Way Drive, Yeadon Leeds LS19 7XY

helpline: 0808 800 5050 tel: 0113 210 8800 fax: 0113 391 0300 email: [email protected] www.epilepsy.org.uk

British Stammering Association 15 Old Ford Road London E2 9PJ

helpline: 0845 603 2001 tel: 020 8983 1003 fax: 020 8983 3591 email: [email protected] www.stammering.org

British Institute of Learning Disabilities – BILD Campion House Green Street Kidderminster Worcs DY10 1JL tel: 01562 723010 fax: 01562 723029 email: [email protected] www.bild.org.uk

Cancer Research UK PO Box 123 61 Lincoln's Inn Fields London WC2A 3PX

tel: 020 7242 0200 fax: 020 7121 6700 www.cancerresearchuk.org

British Liver Trust Portman House 44 High Street Ringwood Hants BH24 1AG helpline: 0800 652 7330 tel: 01425 481320 fax: 01425 481335 email: [email protected] www.britishlivertrust.org.uk

Crusaid 1-5 Curtain Road London EC2A 3JX

tel: 020 7539 3880 fax: 020 7539 3890 email: [email protected] www.crusaid.org.uk

British Lung Foundation 73-75 Goswell Road London EC1V 7ER tel: 08458 505020 fax: 020 7831 5832 www.lunguk.org

Diabetes UK Macleod House 10 Parkway London NW1 7AA careline: 0845 120 2960 tel: 020 7424 1000 fax: 020 7424 1001 email: [email protected] www.diabetes.org.uk

May 2010 (v7) 40


http://www.bdadyslexia.org.uk/


http://www.cacdp.org.uk/


http://www.epilepsy.org.uk/


http://www.stammering.org/


http://www.bild.org.uk/

http://www.cancerresearchuk.org/


http://www.britishlivertrust.org.uk/


http://www.crusaid.org.uk/

http://www.lunguk.org/


http://www.diabetes.org.uk/


Equality and Human Rights Commission Disability Helpline Freepost MID 02164 Stratford-upon-Avon Warks CV37 9BR tel: 08457 622 633 textphone: 08457 622 644 fax: 08457 778 878 email: [email protected] www.equalityhumanrights.com

Hearing Concern 95 Gray's Inn Road London WC1X 8TX helpdesk: 08450 744600 tel: 020 7440 9871 textphone: 020 7440 9871 fax: 020 7440 9872 email: [email protected] www.hearingconcern.org.uk

Disabled Living Foundation 380-384 Harrow Road London W9 2HU helpline: 0845 130 9177 textphone: 020 7432 8009 tel: 020 7289 6111 email: [email protected] www.dlf.org.uk

Insulin Dependent Diabetes Trust PO Box 294 Northampton NN1 4XS tel: 01604 622837 fax: 01604 622838 email: [email protected] www.iddtinternational.org

Dyslexia Action Park House Wick Road Egham, Surrey TW20 0HH tel: 01784 222300 fax: 01784 222333 email: [email protected] www.dyslexiaaction.org.uk

Leonard Cheshire Disability 30 Millbank London SW1P 4QD tel: 020 7802 8200 fax: 020 7802 8250 email: [email protected] www.lcdisability.org

Guide Dogs for the Blind Association Burghfield Common Reading Berks RG7 3YG tel: 0118 983 5555 fax: 0118 983 5433 email: [email protected] www.guidedogs.org.uk

Leukaemia Research Fund 43 Great Ormond Street London WC1N 3JJ tel: 020 7405 0101 fax: 020 7405 3139 email: [email protected] www.lrf.org.uk

The Haemophilia Society 1st Floor, Petersham House 57a Hatton Garden LONDON EC1N 8JG helpline: 0800 018 6068 tel: 020 7831 1020 fax: 020 7405 4824 email: [email protected] www.haemophilia.org.uk

The Lymphoma Association PO Box 386 Aylesbury Bucks HP20 2GA helpline: 0808 808 5555 tel: 01296 619400 email: [email protected] www.lymphoma.org.uk

May 2010 (v7) 41


http://www.equalityhumanrights.com/


http://www.hearingconcern.org.uk/


http://www.dlf.org.uk/


http://www.iddtinternational.org/


http://www.dyslexiaaction.org.uk/


http://www.lcdisability.org/


http://www.guidedogs.org.uk/


http://www.lrf.org.uk/


http://www.haemophilia.org.uk/


http://www.lymphoma.org.uk/


Marie Curie Cancer Care 89 Albert Embankment London SE1 7TP tel: 020 7599 7777 www.mariecurie.org.uk

National Autistic Society 393 City Road London EC1V 1NG helpline: 0845 070 4004 tel: 020 7833 2299 fax: 020 7833 9666 email: [email protected] www.nas.org.uk

ME Association 4 Top Angel Buckingham Industrial Park Buckingham MK18 1TH tel: 0870 444 1836 email: [email protected] www.meassociation.org.uk

RNIB 105 Judd Street London WC1H 9NE helpline: 0845 766 9999 tel: 020 7388 1266 fax: 020 7388 2034 email: [email protected] www.rnib.org.uk

Mental Health Foundation 9th Floor, Sea Containers House 20 Upper Ground London SE1 9QB tel: 020 7803 1100 fax: 020 7803 1111 email: [email protected] www.mentalhealth.org.uk

RNID 19-23 Featherstone Street London EC1Y 8SL infoline: 0808 808 0123 infoline textphone: 0808 808 9000 tel: 020 7296 8000 fax: 020 7296 8199 email: [email protected] www.rnid.org.uk

Mind 15-19 Broadway London E15 4BQ infoline: 0845 766 0163 tel: 020 8519 2122 fax: 020 8522 1725 email: [email protected] www.mind.org.uk

SCOPE 6 Market Road London N7 9PW helpline: 0808 800 3333 tel: 020 7619 7100 email: [email protected] www.scope.org.uk

MS Society MS National Centre 372 Edgware Road London NW2 6ND helpline: 0808 800 8000 tel: 020 8438 0700 fax: 020 8438 0701 email: [email protected] www.mssociety.org.uk

SENSE (The National Rubella and Deafblind Association) 11-13 Clifton Terrace Finsbury Park, London N4 3SR tel: 0845 127 0060 textphone: 0845 127 0062 fax: 0845 127 0061 email: [email protected] www.sense.org.uk

May 2010 (v7) 42

http://www.mariecurie.org.uk/


http://www.nas.org.uk/


http://www.meassociation.org.uk/


http://www.rnib.org.uk/


http://www.mentalhealth.org.uk/


http://www.rnid.org.uk/


http://www.mind.org.uk/


http://www.scope.org.uk/


http://www.mssociety.org.uk/


http://www.sense.org.uk/


Muscular Dystrophy Campaign 61 Southwark Street London SE1 0HL helpline: 0800 652 6352 tel: 020 7803 4800 fax: 020 7401 3495 email: [email protected] www.muscular-dystrophy.org

May 2010 (v7) 43


http://www.muscular-dystrophy.org/


Appendix 2: Glossary Appeal A process through which an awarding body may be challenged on the outcome of an enquiry

about results or, where appropriate, other procedural decision affecting a accredited course provider and/or individual candidates.

Assessment The process of making judgements about the extent to which a candidate’s work meets the assessment criteria for a qualification or unit, or part of a unit. See also internal assessment and external assessment.

Assessment method The method by which an individual’s knowledge or competence is judged.

Assessment criteria The requirements that candidates need to meet in order to achieve success (or a given grade) in a qualification or unit or part of a unit. Statements which describe performances and place them in context with sufficient precision to allow valid and reliable assessment.

Assessment strategy The course of action taken to judge whether an individual can meet the required standards.

Assessment tasks Any form of internal or external assessment including written examinations, practical examinations, tests, assignments and projects.

Assessment needs The adjustments that some individuals require to the assessment strategy and/or assessment task in order to demonstrate that they can meet the required standard.

Assessor A person named in the accredited course provider’s application document, who is responsible for marking NEBOSH assessment tasks that are internally assessed by the accredited course provider.

Assistive technology Mechanical or electronic devices which help individuals with particular needs to overcome these limitations.

BSL interpreter An individual who interprets communication into and out of British Sign Language.

Carrier language The language used by the awarding body to set an assessment task (which may not be the first or preferred language of the candidate).

CCTV Closed circuit television.

Accredited course provider

An organisation or consortium accountable to an awarding body for the assessment arrangements leading to a qualification or unit certification.

Competence The ability to carry out activities to the standards required (see National Occupational Standards).

Competence standard A standard that determines whether a person has a particular level of competence or ability.

Enabling technologies See ‘assistive technology’.

Externally assessment Where assessment tasks are set, and candidates’ responses are marked, by the awarding body rather than the accredited course provider.

Invigilator A person nominated by a Head of accredited course provider to oversee the observation of the regulations for any examination. A person who supervises individuals taking an assessment task.

Learning programme A programme or course of study.

Oral language modifier Person who can modify/rephrase the carrier language for a candidate whose first/preferred language is English but who has specific difficulties with written language.

Malpractice Malpractice is defined as any deliberate activity, neglect, default or other practice by candidates and/or accredited course providers that compromises the integrity of the assessment process, and/or the validity of certificates. Malpractice may include a range of issues from collusion or use of unauthorised material by candidates, to the failure to maintain appropriate records or systems by accredited course providers to the deliberate falsification of records in order to claim certificates. Failure by an accredited course provider to deal with identified issues may in itself constitute malpractice. For further details see the “NEBOSH Malpractice policy”.

Moderation The process of checking through which internal assessment is monitored by the awarding body to ensure that it is reliable, fair and consistent with required standards, between assessors, between accredited course providers and over time, and making adjustments.

May 2010 (v7) 44


May 2010 (v7) 45

NEBOSH The National Examination Board in Occupational Safety and Health of Dominus Way, Meridian

Business Park, Leicester, LE19 1QW.

Prompter A person who draws a candidate’s attention to the task in hand.

Reasonable adjustment Arrangements which are approved in advance of an assessment task to allow attainment to be demonstrated by candidates with either a permanent or long-term disability or learning difficulty, or temporary disability, illness or indisposition. For further details see the NEBOSH “Policy and Procedures for Reasonable Adjustments and Special Consideration” or the NEBOSH “Post-Examinations Guide”.

Risk A combination of the likelihood and consequence(s) of a specified hazardous event occurring.

Risk assessment The overall process of estimating the magnitude of risk and deciding whether or not the risk is tolerable.

Scribe A person who writes down a candidate’s dictated responses.

Qualification specification The complete description – including mandatory and optional aspects – of the syllabus, assessment arrangements and performance requirements for a qualification. This forms the basis of a course leading to a qualification.

Sector body A body (such as a sector skills council) recognised by the regulatory authorities as responsible for formulating and reviewing standards of occupational competence for an employment sector.

Special consideration Procedures that may result in an adjustment to the marks of candidates who have not been able to demonstrate attainment because of temporary illness, injury, indisposition or an unforeseen incident at the time of the examination.

Speech recognition software

A computer programme that converts speech to text.

Text-to-speech software A computer programme that audibly reads text.

Transcript A written copy of information or material originally available in speech or sign language.

Verify To check that a accredited course provider’s assessment and quality assurance procedures comply with the requirements of the awarding body and the regulators.

Voice activated software A computer programme that responds to spoken instructions.


May 2010 (v7) 46

Appendix 3: Examination flowchart for Readers

I can repeat instructions but only if you ask me.

I can only read the instructions and the questions.

I am here to read for you in your examination.

I can’t tell you:- which questions to choose

- when to move on to the next question

- which questions to do first.

I can spell words if you aks me, but only words on the

question paper.

I can read back the answer, but only if you ask me.


May 2010 (v7) 47

Appendix 4: Examination flowchart for Scribes

I can draw maps, graphs, diagrams, but I can only draw

exactly where you tell me.

I must write exactly what you say.

I am here to write for you in your

examination.

I can change what I have written, but only if you ask

me.

If we have problems communicating, I must tell

the invigilator.

I can read back what I have written, but only if you ask me.

I can’t:- give you any help with the

answers- suggest when an answer is

finished.

I can’t tell you: - which questions to choose

- when to move on to the next questions

- which questions to do first.

If you are allowed rest breaks, I can’t write in those

breaks.

Documents

Policy and procedures for reasonable adjustments and ...NEBOSH policy and procedures for reasonable adjustments and special consideration (May 2010) ... ‘reasonable’ in terms of