Students' Use of GCSE Access Arrangements

Autor/inn/en	Hipkiss, Amanda; Woods, Kevin A.; McCaldin, Tamsin
Titel	Students' Use of GCSE Access Arrangements
Quelle	In: British Journal of Special Education, 48 (2021) 1, S.50-69 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hipkiss, Amanda) ORCID (Woods, Kevin A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12347
Schlagwörter	Secondary School Students; Exit Examinations; Testing Accommodations; Students with Disabilities; Special Needs Students + Suchen Sie Ihr Suchwort? Sekundarschüler; Final examination; Abschlussprüfung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sonderpädagogischer Förderbedarf
Abstract	Access arrangements (AAs) in GCSE and GCE examinations are the reasonable adjustments made for students with special educational needs and disabilities (SEND) under the Equality Act 2010. The Joint Council for Qualifications (JCQ) sets out evidence requirements for allowing AAs on behalf of awarding bodies, although there is a lack of research into the efficacy of AAs in enabling students with SEND to demonstrate their attainment. This article reports findings from research in a school for 11- to 16-year-olds, which gathered feedback from 60 students on their use of AAs in GCSE examinations. Outcomes for those allowed AAs are compared with those who had none. Use of extra time and students' reasons for use or non-use are also reported. The researchers recommend research into the predictive utility of AA evidence requirements for allowing extra time, and time sufficiency in exams for all students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01