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2014

Special Requirements

Instructions and guidance when applying for Special Arrangements and Special Consideration

Contact us

Please contact the Exams Processing Unit (Special Circumstances) if you have any queries about applications for Special Arrangements or Special Considerations.

Exams Processing Unit (Special Requirements)

Email: [email protected]: +44 1223 558961

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Please contact the Helpdesk if you have any general queries or need to change your centre contact details.

The customer support website:support.cambridgeenglish.org

Email: [email protected]: +44 1223 553997 (for urgent queries)

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Cambridge Assessment DC10Hill Farm RoadWhittlesfordCambridge CB22 4FZUnited Kingdom

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Please avoid using personal contact details and do not disclose them to your contacts and customers.

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CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS BOOKLET – 2014 1

Contents

1 Introduction 2

2 Special Consideration 3 2.1 Reasons to apply for Special Consideration 3 2.2 How to apply for Special Consideration 4 2.3 Confirmation of application 5 2.4 What Special Consideration will be given? 5

3 Special Arrangements 5 3.1 Identifying candidates who require Special Arrangements 5 3.2 Deadlines for Special Arrangements applications and how to apply 6 3.3 Medical evidence in support of requests for Special Arrangements 7

4 Special Arrangements provisions 7 4.1 Additional time and/or supervised breaks 7 4.2 Modified question papers 8 4.3 Modified versions of the Listening component 8 4.4 Modified Speaking tests 9 4.5 Dummy partners (except Skills for Life) 10 4.6 Exemptions and certificate endorsements 11 4.7 The writing of answers 12 4.8 Regulations for support workers 13

5 Returning Special Arrangements candidates’ answers 13

6 Regulations for the use of computers/word processors and other forms of access technology 13 6.1 Introduction 13 6.2 General principles 14 6.3 Application for provision 14 6.4 Code of practice and procedures 14 6.5 Responsibilities of the centre 15

7 Regulations for the use of a Reader 15 7.1 General principles 15 7.2 Code of practice 16 7.3 Responsibilities of a Reader 16

8 Regulations for help with writing answers 17 8.1 General principles 17 8.2 Code of practice 17

9 Regulations for the production of a transcript 18 9.1 General principles 18 9.2 Applications 18 9.3 Code of practice 18

Appendix – Access technology checklist 20

2 CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT – SPECIAL REQUIREMENTS BOOKLET – 2014

1 Introduction

Throughout this booklet, ‘You’ means the centre and/or the Centre Exams Manager on behalf of the centre or any supervisor or invigilator who needs to carry out these tasks. As required in your Centre Agreement, you are responsible for and must ensure these and any other instructions from Cambridge English Language Assessment are followed.

The regulations in this booklet are for the following Cambridge English exams (paper-based and computer-based where relevant):

• Cambridge English: Key (KET) • Cambridge English: Proficiency (CPE)

• Cambridge English: Key (KET) for Schools • Cambridge English: Business Certificates (BEC)

• Cambridge English: Preliminary (PET) • Cambridge English: Financial (ICFE)

• Cambridge English: Preliminary (PET) for Schools • Cambridge English: Legal (ILEC)

• Cambridge English: First (FCE) • Certificates in ESOL Skills for Life (Skills for Life)

• Cambridge English: First (FCE) for Schools • TKT

• Cambridge English: Advanced (CAE) • Delta Module One

• Cambridge English: Young Learners (YLE)

To save space, they are referred to throughout this document by their abbreviations.

For running exams on the day, please refer to the relevant Exam Day Booklet. There are also supplementary instructions sent with Listening materials (Supervisor’s Booklet), a support booklet for Speaking tests and in email communications, which will be sent to you at the relevant time.

Key

Some items in this booklet are specific to certain exams and these are highlighted by the use of symbols:

– where you see a ‘new’ symbol, this highlights something that has changed since the last edition of this booklet

– these regulations are only relevant to computer-based exams

– these regulations are only relevant to Skills for Life exams (UK only)

A number of provisions are available to ensure that candidates who have special requirements can demonstrate their ability in English. This booklet contains details about the provisions available and how to apply for them.

There are two main categories:

• Special Arrangements are provisions for candidates who have a permanent or long-term disability, such as a visual or hearing difficulty, or a temporary disability such as a broken arm. Applications for Special Arrangements are made before the candidate sits the exam, using a Special Arrangements form for the relevant exam, which is available on our customer support website. Please see Section 3.2 for more information about how and when to apply.

• Special Consideration can be requested for candidates who cannot perform to the best of their ability due to adverse circumstances immediately before or during an exam. Examples include illness, bereavement or circumstances affecting the conditions under which an exam is taken. Special Consideration may also be appropriate for candidates who were temporarily or permanently disabled at the time of the exam but for whom Special Arrangements were not in place or were not adequate or satisfactory. Special Consideration is


applied for after the candidate sits the exam using the Special Consideration form, available from the support website.

In the case of permanent or long-term disabilities and temporary disabilities like injuries which you only become aware of shortly before an exam, contact the Exams Processing Unit (Special Requirements) at the earliest opportunity for authorisation to make emergency Special Arrangements.

If this is not possible, you can use your discretion to make appropriate arrangements (following the provisions and regulations outlined in Section 2) to alleviate the problems. Submit a report detailing the circumstances to the Exams Processing Unit (Special Requirements) immediately after the exam, indicating clearly why it was necessary to make emergency Special Arrangements without prior authorisation.

In some cases where you are made aware of a special requirement on the day of the exam, you can accommodate the candidate’s request without seeking authorisation, or subsequently advising the Exams Processing Unit (Special Requirements). For example a candidate who has a hearing difficulty requests a seat at the front of the room.

An example to clarify the distinction between Special Arrangements and Special Consideration is that of a candidate with a broken arm, for whom Special Arrangements (for example, extra time and/or arranging for help with writing their answers) should be made before the exam. If, on the day of the exam, the candidate is still in pain or shock following the accident which resulted in the broken arm, an application for Special Consideration should also be made after the exam.

2 Special Consideration

2.1 Reasons to apply for Special Consideration

There are many reasons why a centre may wish to apply for Special Consideration for a candidate or group of candidates. Here are some examples of acceptable and unacceptable reasons. These lists are not intended to be comprehensive.

Examples of acceptable reasons:

• Illness during or immediately preceding the exam.

• Distress owing to factors like the death of a close friend or relative, acute family/domestic problems, etc., immediately preceding the exam.

• Suffering from shock (e.g. owing to a road accident).

• Unforeseen problems with sound equipment (where all affected candidates are given Special Consideration).

• Inappropriate or inadequate Special Arrangements for candidates with permanent disabilities, where it can be shown that there are good reasons why Special Arrangements are not in place or are inadequate.

• Serious disturbance during an exam (where all affected candidates are given Special Consideration).

• Part-absence due to an illness or injury, unavoidable transport failures, death or funeral of a relative or close friend, requirement to attend a hospital or law court, or other circumstances completely outside the control of the candidate. If a candidate is part-absent from an exam for an acceptable reason you have the following options:1. If a candidate has missed their Speaking test, it may be possible for the candidate to be examined on

another occasion within the window. Note that in the case of Speaking tests where the standard format requires candidates to take the test with another candidate, if all the other candidates at the centre have been examined already, the candidate may need to transfer to a nearby centre. If this is not possible, the


centre must apply to Cambridge English Language Assessment as soon as possible for authorisation for the test to be conducted with a ‘dummy partner’. See Section 4.5 for regulations on dummy partners.

2. If the Speaking window is at an end, you can ask Cambridge English Language Assessment to extend the window for a short period in the first instance by submitting a Timetable Deviation form, available from the support site. If this matter cannot be resolved by extending the window, you should ask Cambridge English Language Assessment to consider the award of a grade without the Speaking marks, based on the candidate’s performance in the other papers.

3. Please note that in the case of YLE candidates, it is not possible to award a grade if a candidate misses a component. Your centre will not be charged for YLE candidates who do not attend all parts of the test.

4. If a candidate misses a Listening test and you are running a Listening test back-to-back, or more than one version of the FCE, CAE or CPE Listening test, it may be possible to include them in a subsequent group.

5. If a candidate has missed only one component for medical or compassionate reasons, please contact the Exams Processing Unit (Special Requirements) as soon as possible to discuss your candidate’s options.

6. If a candidate has missed more than one component for medical or compassionate reasons, you can ask for a refund for the candidate. Please see Section 2.13 of the 2014 Handbook for centres for further information.

Examples of unacceptable reasons:

• Unfavourable exam conditions which could be foreseen. It is your responsibility to ensure that your candidates are examined under suitable conditions.

• Minor disturbances, except when occurring in Listening tests. You are permitted to use discretion when the immediate remedy of allowing an appropriate period of extra time to compensate for time lost will offer sufficient alleviation of the difficulty. In all such cases, a full written report of the action taken, which clearly indicates that the report is for information only, must be submitted to Cambridge English Language Assessment.

• Indispositions like hay fever which are variable in their effect, except where the candidate was clearly affected on the day of an exam.

• Where the candidate has been allowed Special Arrangements for a permanent disability unless these were not satisfactory or adequate.

• Claims that a candidate’s attainment has been affected by disruption or indisposition during the course of study prior to the exam.

• Part-absence due to misreading or misunderstanding the exam timetable, oversleeping, holidays, moving home, social, family or sporting commitments.

Please remind your supervisors and invigilators to take into consideration whether adverse circumstances affect all the candidates in the room, a range of candidates in an area, or a single candidate. In particular, please do not make applications for only those candidates who have complained if it is clear that others (or all candidates) in the room might have been affected.

2.2 How to apply for Special Consideration

Applications for Special Consideration should only be made by you if you support the application unreservedly. Cambridge English Language Assessment cannot accept requests directly from schools or candidates.

You must fill out the Special Consideration form available from the support website.

For paper-based exams, submit the application within 1 week of the exam day. For computer-based exams, submit within 1 day of the exam day. Applications received after this deadline will be rejected. The application


must be supported by a medical certificate if it is due to injury which the centre is unable to verify, and in all cases of candidate illness.

Cambridge English Language Assessment will not consider applications for Special Consideration after the issue of results under any circumstances.

2.3 Confirmation of application

• Cambridge English Language Assessment will acknowledge receipt of applications for Special Consideration.

• If the candidate is given Special Consideration there will be no further notification.

• We will contact you if an application for Special Consideration is not accepted. You must inform your candidates and preparation centres of the decision as you would have submitted the application on their behalf.

2.4 What Special Consideration will be given?

Cambridge English Language Assessment will review the evidence to see if the circumstances reported have impacted negatively on the candidate’s performance: if we believe that there has been a negative impact, we will adjust the candidate’s marks appropriately in accordance with guidelines provided for awarding bodies. The maximum additional marks that can be applied are 5% of the component mark. Cambridge English Language Assessment, in line with other awarding bodies, will not enter into discussion with candidates or their parents as to how much special consideration should be applied.

3 Special Arrangements

3.1 Identifying candidates who require Special Arrangements

Cambridge English Language Assessment is ready to make suitable arrangements wherever possible to help candidates with special requirements:

• to understand questions and tasks

• to write their answers and to demonstrate their English to the best of their ability.

You must ensure that you have systems in place to identify at an early stage any candidates who will need Special Arrangements, particularly those involving the need for modified material or use of access technology. This may involve reminding preparation centres that any candidates with special requirements should be identified early, so that you can give Cambridge English Language Assessment enough notice.

You should consider what might be the most appropriate arrangements for each individual candidate. Submit an application as soon as possible using the appropriate Special Arrangements form (see 3.2 below). Cambridge English Language Assessment will endeavour to reach agreement with you as to the most appropriate exam provision(s) in each individual case.

The provisions are intended:

• to remove, as far as possible, the effects of the disability on the candidate’s ability to demonstrate their true level of attainment in relation to the assessment objectives. Cambridge English Language Assessment cannot compensate candidates for lack of attainment caused by their disabilities.

• to ensure that the Special Arrangements do not give candidates with disabilities an unfair advantage over other candidates. Candidates with disabilities will not usually be permitted provisions which would enable them to circumvent the assessment objectives.

• to avoid misleading the user of the certificate about the candidate’s attainment.


No Special Arrangements for candidates with permanent disabilities may be made unless prior approval has been given by Cambridge English Language Assessment, except in an emergency (see Section 4).

Special Arrangements for candidates taking computer-based exams currently consist of certain administrative arrangements, such as extra time for a particular exam and separate invigilation. Any requirements must be submitted to the Exams Processing Unit (Special Requirements) using the Special Arrangements form for CBT, which is downloadable from the support website.

Any candidate whose Special Arrangements cannot be accommodated within a computer-based exam should be offered the modified paper-based exam as an alternative.

3.2 Deadlines for Special Arrangements applications and how to apply

All applications for Special Arrangements must be submitted to the Exams Processing Unit (Special Requirements) on the relevant Special Arrangements form. Detailed advice on the completion and submission of the application is on the form, available from the support website.

We recommend that you contact the Exams Processing Unit (Special Requirements) before submitting the application if you have any doubts about what the candidate will require.

Applications will not normally be accepted without supporting medical evidence from an appropriately qualified medical practitioner.

Please note that delays caused by incomplete or unclear applications which are still unresolved by the closing date for entries can make it impossible to authorise applications or despatch modified materials in time.

Administrative Special Arrangements (e.g. extra time, using someone to help write answers, use of access technology)

All applications must be received by the Exams Processing Unit (Special Requirements) by the closing date for entries for the exam in question.

Applications for modified material

See the list of modified material on www.cambridgeenglish.org for details of material which is available. Applications for this material must be submitted by the closing date for entries for the exam in question. Applications for any other modified materials must be submitted on the appropriate Special Arrangements form at least three months before the exam date.

Applications for emergency Special Arrangements

If a candidate requires Special Arrangements for a reason which was not known about before the closing date for entries (e.g. a broken arm, or an ear infection affecting the candidate’s hearing), it may still be possible to put Special Arrangements in place. Please contact the Exams Processing Unit (Special Requirements) as soon as possible.

For Speaking tests, where you are only advised on the day of the exam that a candidate has a hearing or speech difficulty, for example, which could disadvantage a partner, you should get authorisation for a ‘dummy partner’ from the Exams Processing Unit (Special Requirements) as soon as possible. If it is not possible to contact the Exams Processing Unit (Special Requirements), contact your local Professional Support Leader or Regional Team Leader. See Section 4.5 for regulations on using dummy partners.

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3.3 Medical evidence in support of requests for Special Arrangements

It is a requirement that Centre Exams Managers unreservedly support all requests for Special Arrangements. Unless it is obvious that a candidate has a disability requiring Special Arrangements (e.g. a candidate who is blind), all applications must be supported by medical evidence.

It is difficult to be prescriptive about what constitutes acceptable medical evidence as the local context can vary and this can affect what is considered the norm. However, you must check the original medical certificate and endorse it. You must then make a copy of the certificate and send it to Cambridge English Language Assessment with the application. The following guidance may be useful in helping you to decide whether to endorse it:

• It must be legible and written either in English or a language supplied with a translation authorised by you.

• It must give a clear statement of the candidate’s disability and make it clear how the disability justifies the Special Arrangements requested.

• It must be an original document on headed paper or with an official stamp and bearing the name, relevant qualification(s) and signature of a recognised medical practitioner.

• In the case of applications for Special Arrangements from candidates with specific learning difficulties (e.g. dyslexia) additional criteria apply:

• It must be in the form of a report prepared no longer than 2 years before the date of the exam.

• It must include details of the degree of disability.

• It must include an assurance that the evidence of specific learning difficulties was obtained through the results of appropriate and recognised tests, and the tests used must be stated. The most universally applied tests are the battery of Wechsler tests, although other equally acceptable tests may be standard in some countries.

• The report must be provided by a fully qualified educational, clinical or chartered psychologist.

Other acceptable medical evidence may be considered; please contact the Exams Processing Unit (Special Requirements) for advice.

We will keep a record of medical evidence for Skills for Life and TKT candidates requiring Special Arrangements for one year from the time it is submitted. If a candidate takes more than one mode or module within that year, you will not be required to re-submit the medical evidence.

4 Special Arrangements provisions

There are a number of different types of arrangement – see below for a list.

Please note that, except in an emergency (see Section 1), authorisation for the provision of these Special Arrangements must be obtained from the Exams Processing Unit (Special Requirements) before the exam.

4.1 Additional time and/or supervised breaks

Candidates may require extra time to read their papers and/or write their answers, for example, candidates who have dyslexia, visual difficulties or physical difficulties that impair their writing (such as cerebral palsy).

Additional time up to 25% of the prescribed duration of an exam session will meet the needs of most candidates, but you may recommend a greater allowance in accordance with your knowledge of the candidate’s requirements. Blind candidates will often need 100% extra time. The recommendation for the amount of extra time required should be specified on the application form.


Please note that there are separate measures listed in Sections 4.3 and 4.4 for providing candidates with extra time in Listening or Speaking tests.

For some candidates, supervised breaks may be appropriate instead of, or in addition to, the extra time allowance. An example would be a candidate who has difficulty concentrating for long periods of time, or one who has repetitive strain injury in the writing hand.

4.2 Modified question papers

Candidates may require modified papers if they have visual, hearing or other physical or specific learning difficulties (see Sections 4.7 and 8 for more information on how candidates using modified papers can write or otherwise record their answers).

Cambridge English Language Assessment can modify most question papers. In doing so, we may seek the help of such nationally recognised organisations as the Royal National Institute of Blind People (RNIB) and the British Association of Teachers of the Deaf (BATOD).

Braille versions of question papers are available on request for most exams. For the YLE exams, Braille versions are currently only available for YLE Movers and Flyers. If a candidate is partially sighted, they may benefit from using someone to help them read and write their answers. Please refer to Sections 7 and 8.

There are two kinds or grades of Braille – uncontracted (or grade 1) comprising one cell of up to six ‘dots’ for every letter, and contracted (or grade 2) where one cell represents whole words or common clusters of letters.

Example

a A

you (uncontracted)

ation (uncontracted)

you (contracted)

ation (contracted)

Centres need to specify which type of Braille a candidate requires when applying for Braille papers, so the correct type can be supplied.

It is your responsibility to arrange for the transcribing of the Brailled answers. See Section 9 for further information.

Modified Large Print question papers for most exams are also available on request for use by visually impaired candidates and candidates with other special requirements.

4.3 Modified versions of the Listening component

A Special Requirements (SR) version of the Listening test is produced. This version is accompanied by a Supervisor’s Booklet which contains the listening script with instructions for supervisors on when to pause the CD to allow candidates to read the questions and to record and check their answers. The length of pauses is at the discretion of the supervisor. In this way additional time is built into the test according to need.


All candidates requiring extra time in a Listening component should apply for a Special Requirements version of the relevant Listening test, including those with:

• visual difficulties

• difficulties in writing answers while listening to a recording as a result of, for example, cerebral palsy or dyslexia

• dysgraphia or a broken arm.

Arrangements for candidates with hearing difficulties

The most appropriate arrangements for candidates with hearing difficulties will vary according to the severity of the hearing loss.

For some candidates, the use of special amplification through headphones or other technical aids may be sufficient. This can be arranged by you without having to submit an application. Note that the use of personal CD players is not permitted.

For some candidates the special version of the Listening test, for which the supervisor is given instructions on when to pause the CD with or without the use of headphones, may be sufficient. This should allow the candidate time to assimilate what they have heard.

If the impairment is more severe, and the candidate can lip-read in English, a lip-reading version of the Listening test can usually be supplied. The accompanying Supervisor’s Booklet contains instructions on how to conduct a lip-reading test.

For KET, KET for Schools, PET and PET for Schools two supervisors are required to conduct the lip-reading version of the Listening test.

Note that the lip-reading version of the Listening test should only be taken by candidates who are able to lip-read in English and whose level of hearing impairment prevents them from taking a test delivered via a CD. Where the impairment is so severe that none of the above would be sufficient, see Section 4.6.

Hearing-impaired candidates with severe hearing impairment can also apply for extra time for reading and writing tests, for example when the candidate requires additional time to process what they are reading.

Arrangements for candidates with visual difficulties

Candidates with visual difficulties can be supplied tests in Braille or in enlarged print, together with the Special Requirements version of the Listening CD.

Arrangements for candidates with writing difficulties

The Special Requirements version of the Listening test (see above) may also be appropriate for candidates who are unable to write as they listen, for example because of cerebral palsy, dyslexia, dysgraphia or a broken arm, and therefore need extra time.

For Section 4.3, you will need to provide separate rooms, equipment and invigilation.

4.4 Modified Speaking tests

Candidates may need to take the test in a modified format and/or require modified material if they have severe hearing, speaking, visual, or other specific learning difficulties.


It is expected that candidates with hearing or speaking difficulties will attempt the Speaking test where it is possible for them to demonstrate their true level of achievement in relation to the assessment objectives (see Section 4.6 where this is not the case).

The format of the Speaking test

For most Speaking tests the standard format involves candidates working with a partner. If the severity of a candidate’s difficulty is such that either the candidate or their partner could be disadvantaged by this standard format, the centre should apply for the candidate to take the test with a ‘dummy partner’. See Section 4.5. Alternatively, some exams have a special ‘single candidate format’ version of the test. To see which exams have this special version, check the relevant Special Arrangements form on the support website.

Where a Speaking Examiner has not been notified in advance that a candidate has special requirements, the examiner should refer to the Instructions to Speaking Examiners booklet.

Modified material

For blind candidates, contexts and stimuli are provided as written prompts in Braille. Candidates who are partially sighted are supplied with enlarged visual material or enlarged print written prompts. Blind and visually impaired candidates can also apply for a special ‘single candidate format’ version of the test, which is available on the relevant Special Arrangements form, available from the support website.

For hearing-impaired candidates and candidates with speaking difficulties, the standard Speaking test materials, which consist of visual stimuli, e.g. photographs, and text as appropriate, are used. Hearing-impaired candidates and candidates with speaking difficulties can also apply for a special ‘single candidate format’ version of the test, which is available on the relevant Special Arrangements form.

Prisons and other secure zones

Sometimes the exam may be conducted in a prison, closed religious order, secure military zone or other restricted setting.

In most cases, these Speaking tests will be conducted by a single examiner taking the role of both the interlocutor and assessor. Where necessary, centres can apply for a ‘single candidate format’ version of the test, using the Special Arrangements form, and are responsible for contacting the Speaking Examiner directly to make the necessary arrangements.

Centres should note that Speaking Examiners and Skills for Life Speaking & Listening Assessors need to arrive up to 2 hours in advance of the test in order to familiarise themselves with the material.

Supervisors should check the CD before the test in secure conditions and practise pausing the CD as indicated.

4.5 Dummy partners (except Skills for Life)

Before you apply for authorisation, you should note that a dummy partner must:

• be a learner whose age and level of English is appropriate to the relevant exam

• be familiar with the format of the Speaking test.

They may have already taken the Speaking test in the same session. In this case, they should be given a different test pack, and it must be made clear that their performance in the second test will not be assessed and that their mark for the first test will not be affected in any way. A candidate still waiting to take the test must not be used as a dummy partner.


The Speaking Examiner should complete the mark sheet for the real candidate and should enter ‘9999’ as the second candidate’s number. No OMR should be created for the dummy partner and the dummy should not be added to the attendance register.

You can apply for Special Consideration if the candidate has been disadvantaged by the use of a dummy partner, or if you were not given advance notice of special requirements.

For regulations on the use of dummy partners for Skills for Life exams, please see the Skills for Life Exam Day Booklet.

4.6 Exemptions and certificate endorsements

Exemptions

In cases of severe disability affecting speaking or hearing for candidates taking KET, KET for Schools, PET, PET for Schools, FCE, CAE, CPE, BEC, ILEC or ICFE, Cambridge English Language Assessment may consider applications for candidates to be exempted from either the Speaking or the Listening component, or both Speaking and Listening components.

When such exemptions are permitted and the candidate obtains a passing grade, an endorsement will be made on the certificate.

Usually, candidates should be able to read the question paper, but there can be exceptions, for example for those with severe physical disabilities including those who are visually impaired but not proficient in Braille. In such cases Cambridge English Language Assessment will consider applications for:

• a Cambridge English Language Assessment Reader to be authorised to read out the whole of the exam, including the reading texts of the Reading component

or

• the candidate to use appropriate types of access technology (e.g. screen-reading software).

Note that if a Reader or screen-reading software is used to read out the texts of a Reading component, a certificate endorsement will be required as these arrangements effectively change the Reading test to a Listening test. (See also Section 7.1.)

Candidates with specific learning difficulties (e.g. dyslexia, etc.) are not permitted to have a Reader or to use screen-reading software except as a screen magnification tool.

Endorsements on certificates

Endorsements are added to certificates where some of the objectives of the relevant exam have not been assessed on account of a particular disability of the candidate. Endorsements apply where a candidate has been exempt from one or more components or where a screen reader has been used in a reading test. The endorsement is as follows.

‘The candidate was exempt from satisfying the full range of assessment objectives in the exam.’

Endorsements are not added to certificates where Special Arrangements have been authorised which remove, as far as possible, the effects of the disability on the candidate’s ability to demonstrate their true level of attainment in relation to the assessment objectives (e.g. enlarged question papers for partially sighted candidates).

All applications for exemptions must be made in advance of the exam being taken; they cannot be applied for retrospectively.


4.7 The writing of answers

When making Special Arrangements for candidates with special requirements, you should bear in mind any special requirements that candidates may have to enable them to write their answers.

If answers are not written on the standard machine-scored sheets or in answer booklets, they should be provided as a separate typed list with centre and candidate details clearly marked on each sheet used, and question numbers clearly identified (accompanied by the unused blank answer sheet if appropriate). If the candidate wishes to write their answers on a separate sheet of paper, you must:

• supply suitable sheets of blank paper (please consult with the candidate on preferred size, whether lining is required, spacing between lines, etc.)

• ensure that candidate details are written at the top of each sheet used (centre number, candidate name and number)

• tell the candidate to number their answers clearly on each sheet used.

Examples of how candidates with particular difficulties can write their answers are given below. Please contact the Exams Processing Unit (Special Requirements) for further advice if required.

1. Blind candidates can:

• speak their answers to a person who writes them down for them (see Section 8).

• use a Braille machine.

• use a computer or word processor or other form of access technology (see Section 6). Please note that if a candidate produces their answers in Braille, it is the centre’s responsibility to provide a transcript (see Section 9). Failure to do this can result in a delay in issuing the candidate’s results.

2. Partially sighted candidates can:


• use a computer or word processor or other forms of access technology (see Section 6).

• write their answer on a separate piece of paper (see paragraph 2 of this section).

3. Candidates with physical disabilities (e.g. those who are motor impaired, with cerebral palsy, etc.) can:


• use a computer or word processor, or other forms of access technology (see Section 6).

• write their answers on a separate piece of paper (see paragraph 2 of this section).

Because Special Requirements Listening and Hearing Impaired tests sometimes have different task formats, which do not correspond to the standard computer-read answer sheet, answers for candidates taking Special Requirements versions of KET, KET for Schools, PET, PET for Schools, FCE, FCE for Schools, CAE and CPE Listening tests must be written on a separate piece of paper, by the candidate or the person helping them write their answers (if appropriate).

Candidates with dyslexia or other types of specific learning difficulties cannot have someone to help them write their answers, and no candidate is permitted to use voice-recognition software.

The production of a transcript

In the case of candidates who prepare their exam answers in Braille, it is your responsibility to submit a transcript of candidates’ answers (see Section 9). Some types of access technology (for example Braille keyboards) have the facility to convert Braille input into printed text output and thus avoid the need for a transcript.


4.8 Regulations for support workers

Please note support workers are not normally allowed to accompany a candidate for any part of a Cambridge English Language Assessment exam. They are only permitted to accompany the candidate as far as the test room and must then wait outside until the test or paper is finished. The candidate may then be reassured that the support worker will be outside the room for the duration of the test or paper. Permission for support workers to accompany candidates into the exam room may be considered under exceptional circumstances.

5 Returning Special Arrangements candidates’ answers

If a candidate has had administrative Special Arrangements only (e.g. extra time in a standard test), there is no change to standard procedure (see the Handbook for centres and the relevant Exam Day Booklet for details). If a candidate has had modified materials, follow the procedure below:

• Put the candidate’s answers for each paper in a separate marked envelope.

• Remember to include original Brailled answers, as well as transcripts.

• Insert the envelope in candidate number order in the correct script packet.

• Mark the outside of each script packet ‘Candidate with Special Arrangements’.

• Return the script packets (and any other materials, such as Supervisor’s Booklets and CDs and question papers, including those in Braille) to Cambridge English Language Assessment in the usual way.

Candidates should also be identified as Special Arrangements candidates on the attendance register. Failure to follow these instructions can result in a delay in issuing the candidates’ results.

These instructions are also given in the relevant Exam Day Booklet.

6 Regulations for the use of computers/word processors and other forms of access technology

6.1 Introduction

The provision for the use of a computer/word processor and other forms of access technology is restricted to candidates with a disability which prevents them from reading or writing by hand.

The use of the term ‘computer’ in this document should be taken to include word processors, personal computers and other microprocessor-controlled devices producing output in text or other forms such as graphics and diagrams.

Access technology includes specialist equipment that has been designed for use by blind and partially sighted people and those with physical disabilities.

Permission may be given for the following types of access technology to be used:

• screen readers

• electronic reading aids (scanners)

• screen magnifiers

• Braille displays

• Braille note-takers

• Braille keyboards

• augmentative speech devices (except in Speaking tests)

• assistive listening devices.


6.2 General principles

The object of Special Arrangements is to enable candidates with disabilities to demonstrate their true levels of attainment in relation to the assessment objectives of a syllabus. This principle applies to the use of computers and other forms of access technology in the same way as it does to other types of Special Arrangements.

It is the attainment of the candidate which must be assessed, and the use of the computer and other forms of access technology must not create a misleading impression of that attainment or confer an unfair advantage over other candidates.

It is anticipated that candidates who are able to produce work for assessment by handwriting will do so.

Candidates with disabilities may be permitted to produce their answers using a computer and other forms of access technology in cases where the disability prevents them from presenting answers in the usual way.

6.3 Application for provision

When considering an application, Cambridge English Language Assessment will need:

• full details of the computer equipment and software requested for use by the candidates

• an assurance that the spellcheck, grammar check and thesaurus functions will not be available.

Cambridge English Language Assessment will wish to determine what effect, if any, the use of the equipment and software will have on its ability to assess the candidate fairly in each subject. Cambridge English Language Assessment reserves the right to seek independent advice concerning the operation of computers and other forms of access technology used by candidates in order to help them determine what Special Arrangements should be made. We also reserve the right to check the application of these arrangements during our inspections visits.

6.4 Code of practice and procedures

• A computer and other forms of access technology may only be used by the candidate who is the subject of the provision and not by someone acting on the candidate’s behalf.

• The candidate must be proficient in the use of the equipment and any relevant programs or software.

• Operator manuals may not be used in exams.

You should refer to the Access Technology Guide on the support website for guidance on procedures to be followed if candidates with disabilities request authorisation to use computers and other forms of access technology.

Your candidate must ensure that the computer or other form of access technology is working correctly at the time of an exam.

• You must ensure that candidates do not use facilities or access files which could give them an unfair advantage. These include the spellcheck, grammar check and thesaurus functions.

• Depending on individual circumstances, it may be necessary for each candidate to be accommodated in a separate room with separate invigilation, so that one candidate does not disturb another.

• The frequent saving of work is strongly recommended. Where available, an autosave facility can achieve this.

• All work must be submitted as ‘hard copy’. The printing of answers may take place after the time allowed for the exam has expired. The candidate should be present in order to verify that the printing is complete.

• No copy of the candidate’s answers, in electronic format or hard copy, may be retained by the candidate or centre after the end of the exam.


• A copy of the Cambridge English Language Assessment authorisation for the use of a computer/word processor or other form of access technology must be attached to the candidate’s answers, as well as a completed Access Technology Checklist (see Appendix and Access Technology Guide, page 23).

• The use of voice recognition software is not permitted, but candidates, except for those with specific learning difficulties, can apply to have someone to help them write their answers.

• Normally, users of access technology will wish to use their own equipment, although occasionally centres may have appropriate equipment available. If a candidate makes a request to use access technology which is impractical for a centre to meet, it may be appropriate to refer the candidate to a nearby centre which would be able to meet the request.

• Depending on the type of equipment being used, you may be authorised to scan in exam papers to computers, or other devices, no more than 2 hours before the scheduled start of the paper (morning or afternoon) or to download electronic versions of question papers from the internet via a secure server no more than 2 hours before the scheduled start of the first paper in a session. Where possible, Modified Large Print versions of question papers should be requested. Papers supplied in this way are designed as ‘screenreader-friendly’ versions, but please note they can only be supplied as pdf files.

• You must get permission in advance for each candidate and for each paper where scanning in or electronic versions are required.

Failure to follow the regulations given above may result in the disqualification of the candidate.

6.5 Responsibilities of the centre

Before the exam you must:

• discuss with the Exams Processing Unit (Special Requirements) the type of equipment/software the candidate is requesting to use

• make applications for Special Arrangements in good time. See Section 3.2 for information on deadlines.

• ensure that equipment to be used is checked on or before the day of the exam

• ensure that appropriate arrangements are made for invigilation, etc.

On the day of the exam you must:

• check the candidate’s equipment

• ensure that users are monitored and invigilated before, during and after an exam to ensure security of exam material and to prevent malpractice

• complete a detailed checklist which lists action to be taken before, during and after the exam. This must be completed and returned to Cambridge English Language Assessment with scripts, etc. See the Appendix on page 20.

7 Regulations for the use of a Reader


The use of a Reader is restricted to candidates with a disability which prevents them from reading specific types of text themselves. In this context ‘reading’ includes the use of Braille or with the aid of enlarged print.

It is expected that candidates who are able to read using modified question papers (i.e. Brailled or enlarged print versions) or via access technology (e.g. screen magnifiers) will do so.


The object of Special Arrangements is to enable candidates with disabilities to demonstrate their true levels of attainment in relation to the assessment objectives of a syllabus. This principle applies to the use of Readers in the same way as it does to other types of Special Arrangement. It is the attainment of the candidate which must be assessed and the use of a Reader must not:

• create a misleading impression of that attainment

• change the focus of the test

• confer an unfair advantage over other candidates.

For these reasons, if a Reader or screen-reading software is used to read out the texts of a Reading component, a certificate endorsement will be required as these arrangements effectively change the Reading test to a Listening test. See Section 4.6 for further details.

7.2 Code of practice

1. For Reading components, the Reader may read out and repeat instructions, questions and rubrics, but is not usually permitted to read texts to candidates. See Section 7.1 above if a candidate asks to have the texts in a Reading paper read out.

2. Candidates with visual impairments can have someone read to them and write down their answers.

3. Candidates with dyslexia or other specific learning difficulties may not have a Reader.

4. Additional time may be permitted for the use of a Reader.

5. Cambridge English Language Assessment will not usually agree to the candidate’s own teacher acting as a Reader although this may be considered in exceptional circumstances.

6. Cambridge English Language Assessment will not permit relatives of the candidate or other candidates at the centre to act as Readers.

7. A Reader should be a person who is able to read accurately and at a reasonable rate, and who should be familiar with the task types and texts in Cambridge English exams.

8. A Reader is responsible to the Centre Exams Manager, and the person who is to act as the Reader must be acceptable to the Centre Exams Manager and to Cambridge English Language Assessment.

9. You must ensure that candidates who are using a Reader are accommodated separately from other candidates.

10. An invigilator must be present in addition to the Reader.

11. A candidate should, wherever possible, have adequate practice in the use of a Reader.

7.3 Responsibilities of a Reader

During an exam, a Reader must:

• read accurately and read only the rubrics and questions

• not give factual help to the candidate, nor offer any suggestions

• not advise the candidate regarding, for example, which questions to do, when to move on to the next question, or the order in which the questions should be done

• not offer the candidate any other kind of assistance, e.g. indirectly by using intonation

• read, as often as requested, the questions and the answers which the candidate has already recorded

• if asked, give information regarding time elapsed and remaining time

• if asked, give the spelling of a word which occurs in the question paper; otherwise spellings must not be given


• be prepared for periods of inactivity during an exam; help should be given only where it is requested

• immediately refer any problems in communication during an exam to the invigilator.

It may be necessary for a report to be made to Cambridge English Language Assessment if the use of a Reader has been unsuccessful for some reason.

Failure to follow the regulations given above may result in the disqualification of the candidate.

8 Regulations for help with writing answers


The provision of help with writing answers is restricted to candidates with a disability which prevents them from writing. In this context ‘writing’ includes the use of Braille, a typewriter or a word processor, or by means of other forms of access technology.

This is regarded as an exceptional arrangement since all candidates should be able to write their own answers.

The object of Special Arrangements is to enable candidates with disabilities to demonstrate their true levels of attainment in relation to the assessment objectives of a syllabus. This principle applies to help with writing answers in the same way as it does to other types of Special Arrangement. It is the attainment of the candidate which must be assessed, and using someone to help write their answers must not create a misleading impression of that attainment or an unfair advantage over other candidates.


1. The candidate must dictate their answers clearly, indicating all punctuation and capital letters. The person helping with writing answers is required to ask candidates to dictate the spelling of words which are less common, likely to cause confusion (e.g. those where there is a similar but different word in the candidate’s first language) or homophones.

2. The person helping write answers should underline all words for which the spelling has been checked in this way.

3. The person helping write answers should be a suitably qualified and experienced person, preferably a member of the centre’s staff, and not the candidate’s teacher.

4. The person helping write answers cannot be a relative of the candidate or another student at the centre.

5. The person helping writing answers should be able to produce an accurate record of a candidate’s answers, write legibly and at a reasonable speed and be familiar with the task types and texts in Cambridge English exams.

6. The same person can read to the candidate and write their answers at the same time.

7. Candidates with dyslexia or other specific learning difficulties cannot have someone to help them write answers.

8. All dictation and writing must be completed within the time specified for the exam. However, if it is thought necessary, extra time up to 25% of the allotted exam is allowed by Cambridge English Language Assessment. If this is insufficient the centre should recommend the amount of extra time needed.

9. Wherever possible, the candidate should be given the opportunity to practise with the person helping write answers before the exam, ensuring that the candidate is confident about saying the letters of the alphabet and the types of punctuation, so they can spell these out when required to do so.

10. The candidate must be accommodated in a separate room.


11. There must also be an invigilator present in the room.

12. The person helping write answers must not give factual help to the candidate nor offer any suggestions.

13. The person helping write answers must write down only what the candidate dictates. If they are unclear as to the details of the candidate’s intended answer, they should seek clarification.

Any problems in communication during an exam must be referred immediately to the invigilator.

It may be necessary for a report to be made to Cambridge English Language Assessment if using a person to help write answers has been unsuccessful for some reason.

Failure to follow the regulations above may result in disqualification of the candidate.

9 Regulations for the production of a transcript


The provision for the production of a transcript is restricted to candidates who prepare their exam answers in Braille or where the presentation of a candidate’s answers may cause difficulty for an examiner.

The purpose of a transcript is to aid the examiner in the marking of a candidate’s answers. In the case of blind candidates, it is your responsibility to arrange for the transcribing of Braille answers before returning them to us.

Where the presentation of a candidate’s answers may cause difficulty for an examiner, for example where handwriting is poor due to a disability, injury or in the case of a specific learning difficulty (e.g. dysgraphia), you can apply to submit a transcript along with the candidate’s own work.

9.2 Applications

Permission for the production of a transcript for a candidate who prepares their exam answers in Braille is not required.


1. The transcript must be produced immediately after the exam in the presence of the candidate and under secure conditions.

2. With Brailled answers, the most convenient method of producing a transcript may be to ask the candidate to dictate answers to a transcriber at the end of each paper. Some types of access technology (for example Braille keyboards) have the facility to convert Braille input to printed text output and thus avoid the need for a transcript.

3. The candidate must dictate their answers clearly, indicating all punctuation.

4. The transcriber is required to ask the candidate to dictate the spelling of words which are: less common, likely to cause confusion (e.g. those where there is a similar but different word in the candidate’s first language), homophones.

5. The transcriber should underline all words for which the spelling has been checked in this way.

6. The transcript must be produced in a separate copy of the question/answer booklet, or on official exam stationery as appropriate. This copy must be labelled clearly ‘Transcript of Candidate’s Answers’ and marked with the candidate’s name and number. When providing a transcript for the Writing paper, the transcriber must only write on the question paper booklet or answer booklet where provided.


7. The transcript must be a verbatim copy of the original answers. Any errors of grammar, spelling or punctuation must be transcribed as given by the candidate and must not be corrected. If the transcriber is not sure about what the candidate has written, they should seek clarification.

On completion, the transcript must be:

• signed by the transcriber

• countersigned by, or on behalf of, the Centre Exams Manager

• attached to the back of the candidate’s answers

• included with the centre’s answer materials for despatch to Cambridge English Language Assessment in the usual way. See the relevant Exam Day Booklet for instructions on how to include Special Arrangements materials with standard answer sheets.

Failure to follow the regulations above may result in the disqualification of the candidate.


Appendix – Access technology checklist

This checklist can be found on page 23 of the Access Technology Guide

Equipment Check

Tick or write N/A

has been cleared of any previously stored data

reflects the candidate’s normal method of reading, or producing written work

is in good working order at the time of the examination

has been set up in such a way that other candidates are not disturbed and cannot view the candidate’s responses

if appropriate, is either connected to a printer so that a script can be printed off or has the facility to print from a portable storage medium

if appropriate, can be used to produce scripts under secure conditions

does not have any predictive text software or automatic spellchecking, grammatical checking or thesauri (or these functions are not available to the candidate)

does not give the candidate access to other applications such as dictionaries, grammar books in electronic form, etc.

is not connected to the internet or any other means of communication

Scanning-in/downloading electronic versions of question papers

Question papers were scanned in no more than 2 hours before the start of the examination.

Electronic versions of question papers were downloaded from a secure server no more than 2 hours before the start of the examination.

During the examination

Candidate was continuously monitored by invigilators.

Candidate did not use predictive text software or automatic spellchecking, grammatical checking or thesauri.

Candidate did not use speech output for reading texts.

After the examination

A copy of the candidate’s responses was transcribed from Braille.

A print copy of the candidate’s responses was produced.

All question paper or response files remaining on the equipment were deleted.

© UCLES 2013 | EMC/1793/3Y10

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