Accessible Assessment Arrangements: Standards for Fair Participation

ICEQC Research and Policy Directorate

Publication record

This is the controlled English edition. Evidence and institutional status are stated as at the evidence cut-off date.

Executive summary

Accessible assessment arrangements are changes to the conditions in which a learner demonstrates knowledge, skill or competence so that a disability-related barrier does not decide the result. They are neither discretionary favours nor automatic reductions of the educational standard. The governing task is to preserve fair participation while protecting the construct the assessment is intended to measure. That task now stands within the Convention on the Rights of Persons with Disabilities, which entered into force on 3 May 2008. Its provisions on equality, reasonable accommodation, accessibility and inclusive education give direct international importance to the design and administration of assessment. For accessible assessment, the executive summary evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A fair arrangement begins with the education event and the barrier, not with a preferred device or a diagnostic label. The institution identifies what the assessment is meant to establish, which features of the ordinary method are essential to that purpose, how the learner is prevented from participating on equal terms, and which change can remove or reduce that barrier without substituting a different competence. This sequence applies to admission tests, classroom tasks, practical demonstrations, oral and written examinations, continuous assessment, placements and externally controlled examinations. For accessible assessment, the executive summary evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Validity and accessibility are mutually dependent. A result cannot be treated as sound evidence of achievement if the assessment method measures an avoidable barrier instead of the intended knowledge or competence. Equally, an arrangement is not sound merely because it permits physical entry: it must allow the learner to receive instructions, use authorised materials, communicate a response, obtain permitted assistance, work safely and have that response judged by the stated criteria. The necessary distinction is between the competence being assessed and the means conventionally used to display it. For accessible assessment, the executive summary evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The report sets standards for notice, interim action, functional evidence, consultation, option development, essential requirements, assistance boundaries, timing, security, practical competence, reasonableness, decision records, implementation, review and remedy. It addresses the responsibilities of institutions, examining bodies, education authorities and third parties. It also considers low-resource settings, shared services and transitions between education levels. Throughout, the decision must be individual, timely, reasoned, confidential and capable of verification. For accessible assessment, the executive summary evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The principal conclusion is that fairness requires disciplined judgement rather than uniform treatment. The same change may preserve validity in one assessment and alter the construct in another. Additional time, a reader, a scribe, sign-language interpretation, Braille, large print, rest breaks, altered scheduling, assistive equipment or an alternative response form must therefore be assessed against the defined purpose of the particular task. Refusal requires more than assertion. It requires evidence that the proposed arrangement would be ineffective, would remove an essential requirement, would impose a demonstrable and disproportionate burden after alternatives and available support have been examined, or would create a safety or security risk that cannot reasonably be controlled. For accessible assessment, the executive summary evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Key findings

Accessible assessment is an equality and education-quality requirement, not a departure from standards. 2. The intended construct must be stated before an arrangement is approved or refused. 3. Disability labels do not determine assessment arrangements; functional barriers in the specific education event do. 4. Institutions should act on actual notice and should not require a special formula before considering an evident barrier. 5. Urgent interim arrangements are necessary where delay would cause an irreversible missed assessment or progression decision. 6. Evidence requests must be necessary, proportionate and directed to function rather than to private medical detail. 7. The learner must participate accessibly in identifying the barrier and comparing options. 8. Changing the means of response does not necessarily change the competence assessed. 9. Security and comparable difficulty are design requirements, not general grounds for exclusion. 10. Human assistance must be bounded so that access support does not become substantive help with the answer. 11. A burden claim requires a documented examination of cost, resources, external support, wider benefit and less restrictive alternatives. 12. Decisions must identify the approved arrangement, conditions, responsible persons, reasons, review date and route for correction. 13. Effective implementation requires lead time, prepared staff, usable materials and a check with the learner before the assessment begins. 14. Results should not carry an adverse inference merely because an approved arrangement was used. 15. Repeated requests are evidence of a recurring design barrier and should inform ordinary assessment policy, procurement and staff preparation. For accessible assessment, the key findings evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Scope and method

This standards-interpretive study concerns organised assessment in early childhood, school, vocational, adult and higher education. It covers formative and summative work, admission and placement tests, classroom and course assessment, practical and workplace tasks, institutional examinations and assessments governed by an external body. It addresses disability-related barriers while recognising that language, poverty, gender, location and displacement may compound the consequences of disability. For accessible assessment, the scope and method evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The report interprets official international instruments and guidance available by 9 October 2008. The central legal source is the Convention on the Rights of Persons with Disabilities as adopted in 2006 and in force from 3 May 2008. The Convention is read with the Convention on the Rights of the Child, the International Covenant on Economic, Social and Cultural Rights, the treaty-body interpretations of disability and education rights, the Standard Rules, the Salamanca Framework, UNESCO inclusion guidance, the Dakar Framework and the 2008 Education for All monitoring position. For accessible assessment, the scope and method evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The method is normative and operational. It first identifies the protected educational interest and the intended assessment construct. It then examines the barrier, available evidence, consultation, feasible options, validity, proportionality, decision, delivery and review. Examples illustrate how the same principles apply in different settings; they do not prescribe a single national procedure or displace more protective national law. For accessible assessment, the scope and method evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The report distinguishes accessibility, which concerns environments and arrangements for groups and over time, from reasonable accommodation, which concerns necessary and appropriate modification in a particular case without disproportionate or undue burden. General accessibility work does not remove the duty to respond to an individual barrier, and an individual adjustment does not excuse a recurring inaccessible design. For accessible assessment, the scope and method evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

All legal status, policy context and evidence are stated as at 9 October 2008. The assessment is confined to evidence available on the stated cut-off date. to explain the meaning or expected operation of the standards in this report. For accessible assessment, the scope and method evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part I

The interpretive foundation

1

The equality question

Identical treatment may fail where the setting assumes one way of seeing, hearing, moving, communicating, concentrating, reading, writing or demonstrating knowledge. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Accommodation changes the condition that creates disadvantage while preserving the educational purpose. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

2

Non-discrimination

General Comment No. 5 places disability equality within the implementation of economic, social and cultural rights and directs attention to social and environmental barriers. The original proposition is retained as a limiting premise: non-discrimination applies to education access and treatment. For accessible assessment, the non-discrimination evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-03] [REF-01] [REF-02]

A decision-maker should therefore examine rules, environments and practices, not ask only whether a learner was treated differently by intention. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

3

The right to education

An accommodation may be necessary within any of these dimensions: physical access to a classroom, accessible instructional communication, acceptable participation without humiliation or adaptation of teaching and assessment. For accessible assessment, the the right to education evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The framework does not reduce education to presence. The learner should be able to participate and progress. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

4

Children’s rights

The applicable Convention on the Rights of the Child protects non-discrimination, best interests, participation and education and gives specific attention to support for children with disabilities. This formulation is used to judge fair participation without altering the intended construct. For accessible assessment, the children’s rights evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01]

Decisions affecting a child should record educational consequence, the child’s view in an accessible form and the effect of delay or refusal. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

5

Full participation and equality

The Standard Rules later framed equalisation of opportunities through accessible environments, support services and education within integrated settings. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-05]

Accommodation belongs within this wider public programme. It should not leave the learner dependent on isolated goodwill. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

6

Inclusive education

The Salamanca Framework calls for regular schools able to accommodate diverse learners through child-centred pedagogy and for policy, teacher preparation, participation and support. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the inclusive education evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-06]

Inclusion changes the institution. Accommodation provides an individual route where that change remains incomplete or where a learner has a distinct requirement. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

7

Barrier-centred analysis

Naming the barrier makes institutional action visible. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

“The learner cannot cope” is not a barrier analysis. It should be replaced by an account of the event, condition and effect. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

8

Individuality

The same learner may require different adjustments in a lecture, laboratory, examination and residential setting. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Standard response lists can inform options but should not determine the individual decision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

9

Accessibility

The requirement is planned in advance and reduces the need for repeated requests. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Failure to plan should not be used to make an otherwise feasible individual adjustment appear exceptional or unaffordable. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

10

Accommodation

Accommodation is a necessary and appropriate modification or adjustment in the circumstances of an individual. The Convention expressly defines reasonable accommodation and treats denial of it as discrimination. Its adopted and effective status is material to the present standard. For accessible assessment, the accommodation evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-12]

The adjustment should enable equal enjoyment or exercise of the relevant right and should be evaluated against burden under the applicable framework. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

11

Support

Not every support is legally an accommodation, and the legal label should not delay an evident educational response. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The decision record should identify the source, responsibility and continuity of support. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

12

Special measures and accommodation

A special measure may address accumulated inequality; an accommodation removes a particular barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Neither should maintain unnecessarily separate or lower educational standards. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

13

Integration and inclusion

Inclusion asks the setting to respond to learner diversity. The concepts overlap in historical sources but should not be used to conceal whether the institution changed. For accessible assessment, the integration and inclusion evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The practical record should state placement, participation and the barriers removed. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

14

Educational standard

The requirement requires the institution to identify what the standard actually is and whether the conventional method is essential. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A timed handwritten response may be one way to assess knowledge. If speed or handwriting is not the competence, another format can preserve the standard. For accessible assessment, the educational standard evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

15

Public responsibility

Institutions should make and implement individual decisions. Teachers and support personnel contribute evidence and action. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Responsibility should not be dispersed until no body can be held accountable. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

17

Interpretive conclusion

The requirement is individual without being isolated, practical without being discretionary and standards-preserving without treating established form as educational substance. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part II

Identifying the education event and barrier

18

Event before solution

Different events can require different evidence and safeguards. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Beginning with a preferred device or service can obscure the purpose and alternatives. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

19

Admission

Information about requesting adjustment should accompany the application procedure. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An applicant should not need to disclose more disability information than is necessary for access and lawful decision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

20

Orientation and transition

An arrangement effective in the prior institution may need review rather than automatic rejection. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Transition planning should begin early enough to avoid a gap in the first weeks of education. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

21

Physical entry

A temporary room change can provide immediate access while permanent work is considered. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner should not be routinely separated from the relevant class solely because an accessible route was not planned. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

22

Communication

The effective method depends on the learner and event. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An interpreter supports communication but should not replace direct address to the learner or decide educational content. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

23

Instructional material

The provider should obtain or create an accessible version at the same time as the ordinary material where the need is known. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Late conversion can remove the learner from current instruction even if the material eventually arrives. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

24

Teaching method

Those findings changes often benefit more than one learner. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The accommodation record should not prescribe every classroom action where professional judgement can meet the agreed purpose. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

25

Timetable

Adjustments may include rest, changed sequence, additional time or a different session. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution should consider the whole schedule rather than solve one class by creating a conflict elsewhere. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

26

Attendance

The institution should distinguish essential participation from a numerical rule and identify alternative learning or evidence where feasible. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Accommodation does not make attendance irrelevant. It prevents a rule from being applied without considering the disability-related barrier and educational purpose. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

27

Practical and laboratory work

An assistant may perform incidental physical actions but should not perform the competence being assessed. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The task should be redesigned only to the extent that the learner still demonstrates the essential outcome. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

28

Field activity

Planning should begin when the activity is designed, not after bookings make alternatives appear burdensome. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An equivalent activity is considered where inclusion in the original activity cannot be achieved, but it should not be automatically less educational or isolating. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

29

Work placement

The host should receive necessary information with the learner’s privacy protected. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Vocational transition and equal opportunity are supported by the international vocational rehabilitation framework. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-15]

30

Assessment

Adjustment should preserve the construct assessed and assessment security. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The decision should be made early enough for the learner to practise with the approved method. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

31

Group work

Teachers should structure participation and evaluate the learner’s own contribution fairly. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Peers should not become unpaid substitute support without consent and appropriate responsibility. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

32

Library and information access

Equal access concerns the ability to locate and use information, not only entry to the building. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Where format conversion takes time, the library should plan priority and interim access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

33

Residence and meals

Education access may be undermined where residence is integral and inaccessible. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The decision should coordinate education and residence without requiring repeated disclosure to unrelated staff. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

34

Discipline and conduct

The resulting finding does not predetermine the finding. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Notices, interviews, support, time and hearing arrangements may themselves require accommodation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

35

Emergency

Individual emergency arrangements may be needed where general design remains insufficient. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Safety should be assessed with the learner rather than used as an untested reason for exclusion. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

36

Barrier record

37

Barrier conclusion

The resulting finding sequence directs evidence to participation and prevents diagnosis, cost or established routine from deciding the request before the educational question is understood. For accessible assessment, the barrier conclusion evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part III

Request, notice and immediate response

38

No mandatory formula of request

A statement that a rule, environment or method prevents participation can place the institution on notice. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Institutions may provide a form to organise evidence, but staff should assist where the form itself is inaccessible. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

39

Sources of notice

The institution should verify the learner’s view rather than act solely on a third party’s assumption. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Information obtained for one purpose should not be circulated beyond what is necessary for access and safety. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

40

Request contact

Teachers should also know how to initiate immediate classroom action and refer a matter without sending the learner repeatedly between offices. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The contact is a coordinator, not the sole holder of responsibility. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

41

Acknowledgement

The requirement should use an accessible communication method. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Silence can create lost instruction and should not be treated as neutral administration. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

42

Urgency

An examination tomorrow, inaccessible admission deadline, unsafe route or imminent placement requires faster action than an adjustment for a later term. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution should maintain a route for urgent decision outside ordinary meeting cycles. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

43

Interim accommodation

The requirement may include room change, accessible copy, additional time, temporary support or adjusted attendance. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Interim approval does not determine the final duty, and interim refusal requires the same attention to avoidable harm. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

44

Historic arrangement

The new institution may examine differences in programme and resources but should not require the learner to begin again without reason. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Transfer documentation should state the adjustment and educational event rather than disclose unnecessary medical history. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

45

Informal teacher adjustments

An effective low-risk adjustment may be implemented promptly without a formal procedure, provided it does not alter an essential requirement or require protected information to be shared. For accessible assessment, the informal teacher adjustments evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Recurring or resource-dependent measures should be recorded so they remain available across classes and staff change. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

46

No retaliation

Where a conflict exists, decision responsibilities should be separated. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The complaint route should be available without requiring the learner to abandon the requested participation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

47

Communication with families

For children, families commonly contribute history, routines and support evidence. The child’s own view remains material and should be obtained accessibly. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01]

For adult learners, family involvement follows consent and applicable law; dependence on family should not be assumed. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

48

Request register

49

Initial-response conclusion

A formal procedure is useful only if it reduces uncertainty and coordinates action; it should not become the barrier under review. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part IV

Evidence and functional understanding

50

Evidence purpose

The requirement should not be collected to prove that the learner is sufficiently deserving. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The decision-maker states the question before requesting information. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

51

Learner evidence

The resulting finding is direct functional evidence and should not be discounted because it is not clinical. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution should distinguish a preference from an access requirement without treating preference as irrelevant. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

52

Family evidence

Their account should be considered with the learner’s view and current setting. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Family availability or advocacy skill should not determine the quality of access provided. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

53

Teacher evidence

The relevant actors should not be expected to diagnose a condition outside their competence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Teacher assumptions about effort or ability require testing against accessible opportunity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

54

Prior education records

Current review remains necessary where the education event changes. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The absence of a prior plan may reflect earlier exclusion or informal support and should not decide the request. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

55

Professional evidence

The request should identify information needed, not demand a broad report by default. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The specialist describes function and relevant support within competence; the education institution determines the educational arrangement. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

56

Diagnosis

Some barriers are evident without a formal diagnosis, and some diagnosed learners require no change for a particular event. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Decision language should avoid using the diagnosis as a complete educational analysis. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

57

Recency

Evidence should be current enough for the question. Stable conditions and long-used adjustments should not require repeated certification merely because a calendar period expired. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

New evidence is justified where function, programme, risk or requested change has materially altered. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

58

Cost of evidence

An institution should consider who can obtain and pay for specialist evidence. An expensive requirement can deny access to learners without resources. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Public or institution-supported assessment may be necessary where the authority requires information unavailable through accessible channels. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

59

Evident need

Moving a class from an inaccessible room, providing a document in an available format or permitting an existing communication method may be decided promptly. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Documentation should remain proportionate to consequence and resource. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

60

Conflicting evidence

Preference should not automatically be given to the most formal document. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Reasons should explain how the conflict was resolved. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

61

Trial

A time-limited trial can test effectiveness where risk is controlled and uncertainty remains. The record states duration, success criteria, support and final decision date. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A trial should not be used to postpone a measure already shown to be necessary. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

62

Observation

Observation in the actual setting can reveal barriers missing from reports. It should occur with consent and without exposing the learner unnecessarily. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

One observation may not represent episodic conditions or different classes and should be interpreted accordingly. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

63

Assessment evidence

For examination adjustments, evidence should connect the barrier to the assessment construct. Prior classroom use can support effectiveness and integrity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A different arrangement may be needed where the examination format creates a distinct demand. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

64

Language and communication in evidence gathering

The evidence procedure itself should be accessible through interpretation, sign language, plain language, alternative format, support person or additional time as needed. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A learner’s inability to use the ordinary interview method should not be treated as inability to express a view. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

65

Minimum necessary information

Full medical files, unrelated family history or broad disclosure to teaching staff are rarely necessary. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Access controls and retention should follow law and purpose. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

67

Evidence conclusion

More evidence is not inherently better. Relevance, accessibility, timeliness and proportionality determine its value. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part V

Consultation and option development

68

Consultation as decision work

Consultation is not a courtesy after the institution selects a measure. It is the procedure through which the barrier, objective, experience and options are understood. For accessible assessment, the consultation as decision work evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution remains responsible for bringing the procedure to a timely conclusion. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

69

Accessible participation

Meeting place, communication, documents, pace and support should permit the learner to participate. The learner may choose a support person under applicable rules. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Minutes should distinguish what the learner said from institutional interpretation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

70

Child participation

Adults should not assume that the family’s account fully represents the child’s experience. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Best interests and the child’s view should be recorded distinctly. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

71

Adult autonomy

Staff should communicate directly rather than through a companion by default. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Assistance should support decision-making, not replace it unnecessarily. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

72

Multidisciplinary contribution

Attendance should be limited to useful roles. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

One coordinator should integrate contributions so the learner does not receive conflicting decisions. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

73

Define the objective

A precise objective permits more than one option. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Vague goals such as “help the learner” cannot be evaluated. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

74

Learner-proposed option

The institution should identify whether it is effective and feasible and should not reject it merely because another institution used it differently. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

If another option is selected, the reasons should address equal effectiveness, dignity, autonomy and educational fit. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

75

Institutional option

The institution may propose a different method based on resources, safety, curriculum or wider accessibility. It should explain how the method meets the identified objective. For accessible assessment, the institutional option evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An option that transfers unreasonable organisation or cost to the learner may not provide equal access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

76

Combine options

Some barriers require a combination: accessible format, teacher planning and additional time; physical change, transport and emergency plan; interpreter, captioning and written material. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the combine options evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The decision should identify dependencies so that one missing component does not defeat the entire arrangement. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

77

Short- and long-term action

The record should state both tracks and should not withdraw the interim measure before the durable solution works. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

System improvement can prevent repeated case-by-case delay. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

78

Dignity

The measure should avoid humiliation, unnecessary visibility or segregation. A learner should not have to announce disability repeatedly to obtain ordinary participation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Dignity is not a reason to withhold a useful support; the learner’s view helps determine acceptable implementation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

79

Autonomy

An accommodation should support the learner’s own participation and choice. Assistance that takes over a task can reduce autonomy and invalidate assessment. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The appropriate balance varies by learner and event and should be reviewed. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

80

Safety

A general reference to safety cannot justify exclusion without identifying the hazard, likelihood, consequence and possible control. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner’s experience and specialist evidence may reveal practical controls missed by institutional assumption. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

81

Effect on others

Minor inconvenience or unfamiliarity should not be overstated. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Inclusive changes frequently improve clarity and access for others and this wider benefit should also be recorded. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

82

Support source

Referral to another public body should not leave the learner without access if responsibilities are disputed. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Inter-agency arrangements require a lead and deadline. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

84

Consultation conclusion

Agreement is desirable but not a substitute for a reasoned institutional decision, and disagreement is not a ground for leaving the learner without an answer. For accessible assessment, the consultation conclusion evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part VI

Essential requirements and assessment integrity

85

Identify the competence

The statement should connect to curriculum, progression or lawful professional purpose. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A requirement created only by administrative convenience should not be described as essential. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

86

Separate means from outcome

The essential outcome may be knowledge, analysis, communication or safe performance. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Accommodation becomes possible when these are distinguished. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

87

Curriculum coverage

An adjustment should ordinarily preserve curriculum scope. Accessible material, communication support and different teaching method change access rather than content. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Where content is modified, the provider should disclose implications for progression and award and should not present a different programme as identical. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

88

Assessment construct

If speed is not part of it, additional time may preserve rather than weaken validity. If independent physical performance is the construct, assistance may change what is measured. For accessible assessment, the assessment construct evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The decision should be specific to the task and not generalise from one assessment. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

89

Security

Controls should be proportionate and should not create unnecessary surveillance or delay. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Staff involved should understand both security and the learner’s communication method. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

90

Comparable evidence

Comparable standards do not require identical conditions. The adjusted assessment should generate evidence capable of supporting the same decision about the essential competence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Moderation may be needed where response mode differs. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

91

Assistance boundary

Role instructions should identify permitted clarification, transcription and physical support. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner should practise with the arrangement before a high-stakes event. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

92

Exemption

The requirement may be lawful where the component is not essential to the award or where an alternative demonstrates the same outcome. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution should record the educational and recognition consequence and avoid using exemption as the first response to an accessible-design failure. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

93

Alternative assessment

An alternative task should match the learning objective, level and demand. Convenience or apparent kindness can produce a lower-value activity and deny valid recognition. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The equivalence analysis should be completed before the learner undertakes the task. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

94

Group assessment

Communication or mobility support may enable participation without changing the competence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Assessment criteria should not reward peers for taking over the learner’s role. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

95

Practical competence

The institution should identify which physical, communication, judgement and safety actions the learner must personally perform and which are incidental. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Equipment adaptation and workflow redesign may preserve the practical competence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

96

Professional requirements

The requirement should seek clarification where the external rule is ambiguous. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The existence of a future occupation should not be used to add unsupported barriers at admission. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

97

Academic freedom

That responsibility should be exercised within equality duties and through reasoned identification of essential outcomes. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Academic freedom does not make a format immune from review. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

99

Standards conclusion

The requirement does not require identical means and should not create an unrelated outcome. The burden of explanation lies with the decision-maker asserting that a requested change would remove an essential requirement. For accessible assessment, the standards conclusion evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part VII

Effectiveness, reasonableness and burden

100

Sequential assessment

An ineffective measure does not become reasonable because it is inexpensive, administratively familiar or available immediately. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Only effective options should proceed to comparative feasibility and burden assessment, except where an interim measure provides partial access while a complete solution is arranged. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the sequential assessment evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

101

Effectiveness

Evidence can include prior use, learner account, specialist advice, technical specification, observation and trial. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A measure may be effective in one class and not another because acoustics, curriculum or assessment demand differs. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

102

Timeliness

Procurement and administrative time therefore belong within reasonableness. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution should consider temporary action and later durable provision rather than treat delay as unavoidable. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

103

Practical feasibility

Assertions should identify the actual dependency and evidence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Lack of current familiarity is a training question, not proof that the measure cannot be implemented. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

104

Institutional resources

Central accessibility funds, shared support, procurement and external public services may be available. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An internal allocation rule should not decide the duty if resources can lawfully be mobilised elsewhere. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

105

Direct cost

Existing expenditure and residual value should be considered. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A quoted price without specification or alternative sourcing is weak evidence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

106

Wider benefit

Cost allocation should recognise this wider institutional value rather than charge the entire benefit to one request. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An anticipatory improvement can also reduce future administrative cost. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

107

Public support

Referral should have a responsible contact and timescale. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Uncertainty about another body’s contribution should not leave the learner without interim access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

108

Duration and frequency

Duration of the learner’s programme is relevant but not conclusive where the improvement serves others or is a standing accessibility requirement. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Short duration can increase urgency even when it reduces the period of use. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

109

Disruption

The requirement should identify what would change, for how long and why alternative scheduling or design cannot control the effect. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Minor inconvenience, staff preference or departure from routine is not substantial disruption without further evidence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

110

Safety burden

Safety assessment identifies hazard, exposure, likelihood, consequence and controls. Residual risk is compared with risks ordinarily accepted in the educational activity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner should be included in identifying controls. Exclusion should not be the assumed safest option. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

111

Rights and dignity impact

The resulting finding impact belongs in the proportionality account alongside institutional burden. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A low-cost institutional preference should not outweigh a serious and avoidable denial of participation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

112

Alternative effectiveness

The least expensive option is not automatically appropriate if it provides materially inferior participation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner’s reason for preferring one option should be addressed. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

113

Aggregate concern

The decision should rest on the current request and evidence, while known recurring need should inform system planning. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Speculative precedent is not a substitute for an individual assessment. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

114

Fundamental alteration

Where national frameworks recognise a limit related to fundamental alteration or essential requirement, the institution should identify the programme purpose changed and why no alternative preserves it. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the fundamental alteration evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The phrase should not be used without curriculum and task analysis. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

115

Resource scarcity

Genuine scarcity may require prioritisation, staged implementation or interim arrangements. Criteria should be public, non-discriminatory and attentive to consequence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Scarcity does not remove the obligation to decide, explain and seek systemic remedy. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

116

Evidence of burden

117

Decision under uncertainty

A permanent adverse decision should not rest on uncertainty the institution could reasonably resolve. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Some immediate safety cases require restriction while inquiry proceeds, but alternative education remains necessary. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

118

Reasonableness conclusion

The requirement is not synonymous with whatever the institution already has, nor does it require any requested measure regardless of educational purpose and burden. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part VIII

Decision, reasons and records

119

Named decision-maker

The institution should identify who has authority to approve resources, vary rules and decide refusal. A coordinator who lacks this authority should have a clear escalation route. For accessible assessment, the named decision-maker evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

High-consequence or disputed decisions may require a panel, but the panel schedule should not cause avoidable delay. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

120

Decision scope

The requirement should be neither so narrow that ordinary use becomes uncertain nor so broad that different educational events are left unexamined. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Conditions should be necessary and intelligible. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

121

Approval reasons

An approval record should state the barrier and purpose, not only the equipment or time granted. This enables staff to implement adaptively and reviewers to assess effectiveness. For accessible assessment, the approval reasons evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

It also prevents the adjustment from being mistaken for an advantage unrelated to access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

122

Partial approval

A partial measure should not be described as complete if it does not meet the objective. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Review rights apply to the adverse part. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

123

Refusal reasons

The requirement should show evidence and alternatives considered. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

“Policy does not permit”, “unfair to others” or “too costly” without analysis is insufficient. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

124

Alternative offered

The institution should explain why it meets the same objective and address the learner’s concerns. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An option available only after the relevant event is not an effective alternative. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

125

Accessible notice

The decision is communicated in an accessible form and language, with contact and review route. Technical reasons may require a plain explanation alongside the formal record. For accessible assessment, the accessible notice evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner should not need an inaccessible portal or document to challenge an access decision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

126

Staff instruction

Staff receive the adjustment, timing, responsibility and necessary operational detail. They ordinarily do not need the complete diagnosis or evidence file. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The instruction should provide a contact for questions and prevent the learner from renegotiating the decision in each class. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

127

Confidential record

Evidence, consultation and decision files are secured with role-based access. The institution records consent and lawful disclosure. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Accommodation status should not appear on general transcripts or references unless necessary, lawful and agreed. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

128

Education record

Where the adjustment changes the assessed outcome, any notation should be accurate and governed by law and award rules. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Ordinary changes in format that preserve the construct should not automatically reduce recognition. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

129

Implementation log

The log records delivery date, staff, equipment or service and any failure. It supports verification and continuity across absence or staff change. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner should be able to report non-delivery through a rapid route. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

130

Cost record

Actual costs and support are recorded against estimates. This improves later burden assessment and exposes repeated system needs. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Individual financial detail should not be used to stigmatise the learner or limit unrelated opportunity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

131

Decision register

132

Retention

Retention should support implementation, review, appeal and lawful accountability. Evidence no longer needed should be disposed of securely under the applicable schedule. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Aggregate, de-identified records may be retained for system planning. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

134

Decision conclusion

Documentation protects the learner and institution by making the educational judgement visible and correctable. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part IX

Implementation, verification and review

135

Implementation owner

One person should coordinate delivery across teachers, examinations, facilities, support and external bodies. Each component also has an operational owner. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner should know whom to contact when one component fails. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

136

Lead time

Materials, interpreters, equipment, rooms and timetable changes should be arranged before the education event. The implementation plan works backwards from the required date. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Known recurring requirements should enter ordinary scheduling and procurement. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

137

Staff preparation

Preparation may include practice with equipment or communication support. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Briefing should occur without unnecessary disclosure. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

138

Learner preparation

High-stakes first use increases avoidable risk. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Practice should not require the learner to purchase access that the institution is responsible to provide. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

139

Service continuity

A service dependent on one person without contingency is fragile. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The plan should identify whom staff notify and what interim action follows. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

140

Fidelity

An institution should not conclude that accommodation failed where it was delivered late or incompletely. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The verification record separates design failure from implementation failure. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

141

Effectiveness review

The learner and teacher assess whether participation improved and whether new barriers or side effects arose. Educational work and attendance may provide additional evidence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Effectiveness should not be judged solely by gratitude or complaint absence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

142

Unintended segregation

The review should examine participation with peers, curriculum and ordinary activities. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Where separation is necessary for one event, it should not extend by administrative habit. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

143

Dependency

Human support can enable participation but may also limit autonomy or communication with peers. The learner’s view and observation should inform adjustment of the support role. For accessible assessment, the dependency evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Development of independent strategies may be appropriate where it serves the learner’s objective rather than a cost-saving assumption. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

144

Change in need

Health, function, treatment, curriculum, environment and technology can change. Review should be triggered by material change rather than an arbitrary demand for repeated proof. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The existing arrangement remains in place while a new decision is made unless it creates a demonstrated risk. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

145

Scheduled review

Long-term measures should have a review date proportionate to stability and education transition. The review can confirm continuation without repeating the entire procedure. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Frequent review may itself burden the learner and staff without improving access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

146

Failure response

A missed examination arrangement may require a new valid opportunity without penalty. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Responsibility should not be transferred to the learner for failing to remind staff of an approved decision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

147

Complaint

The route should be accessible and independent from the original decision to the degree required. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Urgent access should continue while the complaint is considered where safe and feasible. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

148

Internal review

Internal review checks evidence, law or policy, essential requirements, options, burden, reasons and procedure. The reviewer should have authority to change the decision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

New evidence is considered, and the learner receives a reasoned outcome. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

149

External review

National law may provide administrative, judicial, ombuds or rights-based review. Institutions should communicate the competent route accurately and preserve the record. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The existence of external review does not reduce responsibility to resolve an evident implementation failure promptly. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

150

No adverse inference

Use of review should not lead to reduced support, reference, grading or opportunity. Staff should be instructed accordingly. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Protected participation supports accurate decisions and system learning. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

152

Aggregate review

Patterns can identify inaccessible design, inconsistent departments and unmet resource need. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Counts should not be used to rank staff or discourage requests. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

153

Implementation conclusion

Verification, remedy and review are therefore substantive parts of the standard, not administrative additions after the decision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part X

Institutional and system responsibilities

154

Policy architecture

The requirement should connect to admission, curriculum, assessment, facilities, procurement and complaints. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A separate policy that ordinary departments do not follow creates administrative isolation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

155

Leadership responsibility

Senior leadership should ensure resources, decision timeliness and compliance across departments. Governing bodies should receive aggregate evidence and serious unresolved risks. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Leadership should not delegate every decision to specialist support staff who lack authority over curriculum, premises or budget. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

156

Teacher preparation

Salamanca and UNESCO guidance place teacher capacity within system reform. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-06] [REF-07] [REF-08]

Training should use real curriculum tasks and verify classroom application. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

157

Specialist support

Their role should strengthen ordinary provision rather than remove the learner from it automatically. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Referral time and geographic access require monitoring. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

158

Procurement

Textbooks, examinations, furniture, equipment and communication systems purchased without these requirements create repeated individual cost. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Contracts should address accessible formats, delivery times, maintenance and data protection. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

159

Facilities planning

New construction, renovation and room allocation should use accessibility standards and user evidence. Individual requests and failed routes inform capital priorities. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Emergency and temporary buildings require access planning as well as permanent sites. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

160

Curriculum development

Curriculum materials should use multiple means of representation, participation and response where educationally appropriate. This reduces dependence on later conversion. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Common accessible design does not eliminate individual requirements and should not be represented as doing so. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

161

Assessment governance

Institutions should submit applications early and support learners where the external body decides. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The division of responsibility should be clear when a school teaches but another body controls the examination. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

162

Funding

Funding systems should support individual measures and anticipatory accessibility. Allocation criteria require sufficient flexibility for uncommon or urgent needs. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Institutions should not require the learner to pay for an adjustment necessary to access the education service where the responsible framework places that duty on the provider or public body. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the funding evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

163

Shared services

Service agreements should specify priority, response time, competence, confidentiality and continuity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Central efficiency should not produce local delay that defeats the education event. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

164

Transition between levels

Each receiving institution remains responsible for its own decision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Transition should include curriculum and assessment demands, not only diagnosis. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

165

Vocational transition

The 1983 ILO convention provides a relevant framework for vocational rehabilitation and equal employment opportunity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-15]

Training should prepare for real occupational competence without importing untested workplace exclusion into education. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

166

Emergency and conflict

Learners with disabilities can become invisible when systems rely on household or school lists interrupted by crisis. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Preparedness should identify responsibility before an emergency. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

167

Remote and low-resource settings

Resource constraint should be documented and addressed through public planning. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Low-resource settings should not receive a lower equality objective or indefinite temporary arrangements. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

168

Data

Diagnosis categories should not become the only data field. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Data should support resource and design decisions while protecting small groups and individual identity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

169

Participation in governance

The Salamanca Framework also emphasises participation of parents, communities and disability organisations. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-06]

Consultation should be accessible and should disclose how contributions affected decisions. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

170

Monitoring

Monitoring should test accessibility, request procedure, decision quality, implementation and educational participation. A policy document and number of approvals are insufficient. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Review should include learners who withdrew, did not apply or were directed elsewhere. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

172

System conclusion

Leadership, teaching, assessment, facilities, procurement, finance and review should share one equality objective and a traceable division of responsibility. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part XI

Applied accommodation cases

173

Use of cases

The relevant actors are designed to expose the evidence and reasoning needed rather than prescribe one result in every legal system. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

174

Case A — An inaccessible admission test

The institution offers a reader but the test includes technical notation the reader cannot interpret reliably. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution should provide an accessible electronic or accurately prepared alternative, consider necessary time and preserve security. A human reader is not effective if it cannot communicate the content. For accessible assessment, the case a — an inaccessible admission test evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Delay caused by inaccessible preparation should not be attributed to the applicant. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

175

Case B — A classroom is moved upstairs

The department moves the class upstairs for equipment and proposes that the learner receive notes separately. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The department should examine room exchange, equipment movement or accessible route. The convenience of one room allocation should be compared with exclusion from the class. For accessible assessment, the case b — a classroom is moved upstairs evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The event also shows why room scheduling belongs within anticipatory accessibility. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

176

Case C — Additional examination time

A learner requests additional time based on a long-used school arrangement. The college demands a new private assessment that cannot be obtained before the examination. For accessible assessment, the case c — additional examination time evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The college can seek proportionate later evidence if programme demand differs. Requiring inaccessible evidence should not eliminate the examination opportunity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The decision should identify whether time preserves the assessed construct. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

177

Case D — Interpreter availability

The institution can secure an interpreter for most sessions but not one evening class and proposes that a classmate take notes. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The timetable, qualified interpreter pool, remote interpretation where effective and alternative session should be examined. The classmate should not be assigned the institution’s communication responsibility. For accessible assessment, the case d — interpreter availability evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Continuity and the learner’s communication method are central. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

178

Case E — Laboratory safety

A chemistry programme refuses a learner with low vision from all laboratory work, citing safety. No task or equipment assessment has been completed. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution should identify essential practical competences and hazards, then examine lighting, magnification, tactile or audible indicators, layout, assistance for incidental actions and emergency procedures. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the case e — laboratory safety evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Exclusion may be justified only for a remaining specific risk or loss of essential competence, not the disability label. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

179

Case F — Fatigue and timetable

The course requires participation across the week. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The full programme and support schedule should be examined so that one change does not create another clash. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Attendance expectations remain relevant but should be connected to educational purpose. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

180

Case G — Essential oral communication

A language programme requires an oral examination. A learner with a speech impairment requests a written examination. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

If it is essential, a written substitute may not be equivalent, but communication technology, additional time, familiar listener or another oral method may permit valid demonstration. For accessible assessment, the case g — essential oral communication evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The decision should not confuse speech form with language knowledge without construct analysis. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

181

Case H — Field placement refusal

A placement host refuses a learner who uses a wheelchair because its entrance is inaccessible. The education provider proposes postponement for a year. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The requirement should not treat the host’s initial refusal as the end of its educational responsibility. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Any alternative should preserve timing and professional learning. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

182

Case I — Behaviour and unmet communication support

A child is suspended after repeated distress during rapid verbal instructions. The school knew the child used visual sequencing in the previous class but had not implemented it. For accessible assessment, the case i — behaviour and unmet communication support evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The conduct procedure should consider the unmet support, accessible participation in the hearing and immediate classroom correction. This does not erase every conduct expectation; it changes the evidence and remedy. For accessible assessment, the case i — behaviour and unmet communication support evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The child’s view and best interests should be recorded. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01]

183

Case J — Cost of captioning

A college refuses captioning for a lecture series based on the annual price, without examining course duration, central funds or materials already transcribed for other learners. For accessible assessment, the case j — cost of captioning evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The burden assessment should use specified net cost, institutional resources, wider benefit, alternatives and educational consequence. A general annual figure is incomplete. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An interim transcript may help but should be assessed for timely access to discussion. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

184

Case K — Separate support room

A school assigns a learner to a support room for most literacy instruction, although the learner participates in the ordinary class when accessible materials and teacher planning are available. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the case k — separate support room evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Placement should not expand beyond the evidence of need. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Presence in the school is not by itself inclusion. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

185

Case L — Equipment without training

The learner and teachers receive no training, files are incompatible and the device remains unused. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Procurement is not implementation. The institution should correct compatibility, training and material workflow, then verify effectiveness. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The case should inform future purchasing and staff preparation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

186

Cross-case finding

Across the cases, the recurring errors are substitution of policy for individual analysis, diagnosis for function, offered measure for effectiveness, gross cost for burden and approval for implementation. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the cross-case finding evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The corrective discipline is to define the event and essential purpose, consult, test evidence, compare effective options, decide with reasons and verify actual participation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part XII

Application across education settings

187

Early childhood education

Decisions should consider play, care, communication, sensory environment, movement, safety and participation with other children. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Support should not convert early education into a clinical programme or separate the child unnecessarily from ordinary activity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

188

Family participation in early childhood

The institution should also observe the child in the setting and avoid making family advocacy a condition of access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Review should follow development and transition without requiring repeated proof of stable need. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

189

Primary education

Primary schools should integrate accommodation with classroom planning, literacy, numeracy, play, meals, transport and family communication. A child should not need a different administrative procedure for every subject teacher. For accessible assessment, the primary education evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The class teacher, support staff and school leadership require a shared implementation record. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

190

Compulsory attendance

Authorities should ensure an accessible place and should not record disability-related absence without examining unmet access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Attendance enforcement and accommodation decisions should exchange evidence while protecting confidentiality. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

191

Secondary education

A measure agreed by one department should be translated consistently across the timetable while retaining event-specific differences. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Transition planning should begin before course and assessment choices close. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

192

Subject choice

The institution should examine essential outcomes and feasible changes before advising alternatives. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Advice should state any genuine prerequisite and available support accurately. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

193

Technical and vocational education

Accommodation analysis should distinguish occupational competence, incidental physical method, safety and the requirements of an external award or occupation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-15]

Equipment adaptation and supported workflow can preserve authentic practical learning. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

194

Workshop safety

Risk assessment should identify the actual task, equipment, communication and emergency control. Blanket exclusion from a workshop is not a risk assessment. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Trial and specialist input may be appropriate before a final decision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

195

Apprenticeship and placement

The education provider should agree responsibility with the host for access, supervision, assessment and emergency response. A host’s lack of readiness should initiate correction or an equivalent placement. For accessible assessment, the apprenticeship and placement evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner should not bear the full burden of negotiating with each host. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

196

Adult literacy

Literacy measurement should not confuse inaccessible testing with absence of skill. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-10]

Flexible delivery should remain linked to meaningful learning and progression. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

197

Community education

Public support can provide accessible materials, itinerant expertise and teacher development while maintaining community participation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Resource constraint should lead to coordinated planning rather than unrecorded refusal. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

198

Higher education admission

Applicants need accessible information and a decision before enrolment or scholarship deadlines. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Disclosure should be limited to what admission access and later support require. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

199

Higher education teaching

Lectures, seminars, laboratories, libraries and independent study can require different arrangements. Departmental autonomy should operate within a consistent institutional equality procedure. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Course materials should be supplied early enough for conversion and use. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

200

Research activity

The institution should define the research competence and examine methods rather than presume one physical or communicative route. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Safety and research integrity remain subject to specific evidence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

201

Residence in higher education

A learner should not receive an academic offer that cannot be used because accommodation is inaccessible. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Housing decisions require the same timely review discipline. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

202

Distance education

Distance delivery can remove travel barriers while creating format, communication, technology and assessment barriers. A digital or postal programme is not inherently accessible. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Providers should test materials, learner support and examination arrangements in the technologies actually available. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

203

Low-technology delivery

The institution should not make broadband access an unexamined essential condition. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Alternatives should preserve interaction and feedback. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

204

Non-formal education

Non-formal programmes need proportionate procedure but remain responsible for truthful access and safe participation. Informality should not make accommodation entirely dependent on one educator’s goodwill. For accessible assessment, the non-formal education evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The public funder should specify equality and evidence expectations. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

205

Examinations controlled externally

The examining body should provide reasons and review. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Neither body should attribute delay to the other without protecting the learner’s opportunity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

206

Oral examination

Communication support may be compatible with oral assessment when the support transmits rather than supplies the response. Role and construct should be defined. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner should have a practice opportunity and a competent examiner. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

207

Written examination

Security arrangements should accommodate the method without unnecessary isolation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Technical failure requires an equivalent remedy. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

208

Continuous assessment

Projects, homework and classroom tasks can create repeated barriers even where final examinations are adjusted. The accommodation plan should cover the entire assessment system. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Deadlines and group activity should be reviewed according to educational purpose. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

209

Libraries

Libraries should plan accessible catalogues, formats, loan periods, physical access and assistance. Copyright and preparation constraints may affect method and timing but should be investigated rather than asserted generally. For accessible assessment, the libraries evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Priority should follow course need and deadline. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

210

Information and communication systems

Registration, timetables, learning materials, notices and results should be accessible. Failure of one required system can prevent participation across an entire programme. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Procurement and acceptance testing should include users with diverse access methods. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

211

Transport

Transport decisions should coordinate with the full school day. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An accessible classroom does not secure access if the learner cannot reach it. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

212

School meals

Meals may require physical access, assistance, communication, allergy or dietary arrangement. The decision should preserve dignity and participation with peers. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Staff should receive only the health information necessary for safe provision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

213

Sport and physical education

Automatic exemption can deny learning, health and social participation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Where a particular activity is unsuitable, an equivalent and meaningful route should be considered. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

214

Arts education

Music, visual art, drama and performance can use adapted instruments, tactile or audio description, communication support and alternative presentation methods. The standard should follow artistic and educational objectives. For accessible assessment, the arts education evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Assumptions about sensory or physical ability should be tested through practice. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

215

Language learning

Language programmes should distinguish reading, writing, listening, speaking and cultural objectives. An adjustment appropriate to one component may not be appropriate to another. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Assessment should record which competence remains essential. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

216

Science education

Teachers should ensure the learner receives data and conceptual experience, not only observes another person. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Safety controls should be explicit and reviewed. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

217

Mathematics

Conversion should preserve mathematical structure and arrive with teaching materials. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Additional time may be necessary where access method changes procedure without changing mathematical competence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

218

Literacy and reading

Direct testing should distinguish the access format from the skill being measured. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The 2006 global monitoring evidence reinforces the importance and complexity of literacy measurement. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-10]

219

Learners with sensory disabilities

The learner’s established language and method are central evidence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

One sensory category should not be assumed to determine one communication choice. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

220

Learners with physical disabilities

Educational tasks should be analysed to separate essential performance from incidental handling. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Emergency plans require individual and system controls. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

221

Learners with intellectual disabilities

The institution should set ambitious and meaningful learning objectives based on evidence rather than diagnostic expectation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Any modified programme and its progression consequences should be clear. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

222

Learners with psychosocial disabilities

Environment, schedule, communication, attendance, assessment and crisis response may require adjustment. Confidentiality and non-stigmatising contact are especially important. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Safety decisions should identify present evidence and avoid assuming risk from diagnosis alone. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

223

Learners with learning disabilities

Evidence should connect the functional barrier to the education event rather than rely on a label. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An adjustment should preserve the intended literacy or subject construct. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

224

Multiple disabilities

Measures should be coordinated as a whole. One change can conflict with another—for example, a separate room may disrupt communication support or transport. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner should not manage several independent institutional decisions. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

225

Episodic conditions

Needs can fluctuate. Flexible attendance, rest, deadline, communication and re-entry may be required, with clear triggers and review. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution should not require visible impairment at every moment as proof of a documented barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

226

Temporary disability

A short-term condition can cause substantial educational loss. Interim accommodation should follow consequence and feasibility rather than wait for permanence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The review date can correspond to expected recovery. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

227

Poverty and disability

Public systems should not design accommodation routes available only to families able to purchase assessment or support. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Equity monitoring should consider access to the procedure as well as decisions. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

228

Gender and disability

Consultation and data should permit these interactions to become visible without stereotyping. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The adjustment should respond to the evidenced barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

229

Language and disability

The institution should distinguish language access, disability access and their interaction. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Qualified communication support may require competence in both. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

230

Rural residence and disability

Itinerant service, local teacher capacity and shared equipment may provide a sustainable response. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Placement far from home should not be the automatic answer to local inaccessibility. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

231

Displacement and disability

Institutions should use provisional evidence and immediate access while records and services are reconstructed. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Accessible emergency communication and registration are essential. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

232

Family without advocacy support

Comparable barriers should not receive different responses because one family can present a more polished request. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Decision quality is a public responsibility. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

233

Small institutions

Small schools and programmes may have limited purchasing and specialist capacity. Shared public services and central funds can reduce burden while preserving local access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Size is relevant evidence but not an automatic exemption from considering effective alternatives. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

234

Large institutions

The relevant actors should use accommodation records to improve accessible design and should not assess each predictable barrier as if unprecedented. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Departmental budgets should be viewed within institutional responsibility. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

235

Public institutions

Lack of coordination between ministries should not be transferred to the learner. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Decisions remain subject to the responsible national framework. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

236

Non-public institutions

Public authorities should ensure that authorisation and funding arrangements make learner protection enforceable. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Provider autonomy does not remove the need for a timely reasoned decision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

237

Publicly funded places

The eligible learner should not face an additional private charge that defeats the publicly funded place. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Financial and educational evidence should be reconciled. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

238

International and mobile learners

The receiving institution should translate functional evidence into its own setting and should not reject it merely because the issuing system differs. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Recognition of an accommodation record is distinct from recognition of an academic award. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

239

Technology maintenance

Procurement without maintenance creates predictable interruption. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Contingency should identify an accessible alternative during failure. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

240

Institutional learning

The institution should identify which requests arise from avoidable system barriers and assign corrective work. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Aggregate learning should never expose individual disability information. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

242

Settings conclusion

Differentiation should make the decision more exact, not lower the equality objective. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part XIII

Conclusions and priorities

243

First priority — secure immediate access

Evidence gathering and durable planning can continue without sacrificing the current event. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

244

Second priority — define the barrier

Every decision should name the education event, participation objective and barrier. Disability diagnosis should inform but not replace this analysis. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

245

Third priority — preserve the true standard

Adjustments should preserve valid learning evidence rather than enforce sameness of method. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

246

Fourth priority — document proportionality

Unsupported statements of impossibility or fairness are not reasons. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

247

Fifth priority — implement and verify

Approved measures require owners, timing, staff preparation, contingency and learner confirmation. Failure should restore educational opportunity and correct the control. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

248

Sixth priority — turn cases into system change

Individual records should be aggregated without exposing learners. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

249

Historical status

The Convention on the Rights of Persons with Disabilities marks a decisive international articulation of reasonable accommodation and inclusive education. It entered into force on 3 May 2008 and governs this report’s contemporaneous interpretation. For accessible assessment, the historical status evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01]

This report treats the Convention according to its adopted status and its entry into force on 3 May 2008. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

250

Limits

The requirement requires application through the law, resources and review arrangements of the responsible jurisdiction. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

251

Final finding

Its integrity depends on an exact account of the barrier, the essential learning purpose, effective options and the evidence supporting any limit. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The relevant actors use accommodation decisions to redesign ordinary education while preserving a direct route for the learner whose requirement remains individual. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part XIV

Individual request and decision protocol

252

Case identity and control

The operational file is separated from general academic records. Access is limited to persons with a defined role. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The identifier follows review and implementation while personal information is disclosed only where necessary. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

253

Notice record

Notice does not depend on correct legal terminology. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Where a third party raises the matter, the coordinator should consult the learner and determine consent, urgency and immediate access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

254

Education-event statement

The requirement should be sufficiently precise to make evidence and implementation testable. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A request for “general support” is developed into the relevant events without requiring the learner to submit unrelated medical history. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

255

Immediate consequence

The severity and reversibility determine interim priority. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Immediate action remains documented and subject to later confirmation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

256

Interim decision

The requirement should preserve access without implying that the final duty has been determined. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Where no interim measure is provided, reasons should address educational consequence and alternatives. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

257

Functional evidence question

Before requesting evidence, the coordinator writes the question to be answered: for example, whether the ordinary print format is usable; how fatigue affects a three-hour assessment; or which communication method permits seminar participation. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the functional evidence question evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Evidence irrelevant to this question should not be required merely because it appears on a standard checklist. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

258

Existing evidence inventory

The file lists learner account, prior arrangements, teacher observations, work, specialist material and previous trial. Each item is assessed for relevance, setting and date. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The decision-maker should explain why existing evidence is insufficient before requiring another assessment. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

259

Additional evidence request

The requirement avoids a demand for a particular professional where another competent source can answer the question. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

If the institution requires specialist evidence unavailable without significant cost or delay, it should identify assistance or another reasonable evidence route. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

260

Consultation plan

The learner can propose a support person. Attendance is limited to roles needed for the decision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The coordinator provides information about the standard, options and review in advance. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

261

Barrier and objective

The statement should not characterise the learner as the barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Where participants disagree, each position and the evidence required to resolve it are retained. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

262

Essential requirement

The requirement links the requirement to curriculum, progression, award or professional purpose. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The record distinguishes the outcome from customary format and explains why a proposed change would or would not preserve it. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

263

Option register

264

Proportionality account

The requirement records net cost, resources, external support, time, disruption, safety, duration, wider benefit and refusal consequence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Figures use a source and period. Speculative future requests are identified as uncertainty rather than existing cost. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

265

Decision and reasons

Reasons connect evidence to the applicable standard. The notice gives implementation and review. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The decision date should precede the education event wherever reasonably possible. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

266

Implementation instruction

Operational staff receive what to provide, when, where, how and whom to contact. Diagnosis and private evidence are excluded unless necessary for lawful implementation or safety. For accessible assessment, the implementation instruction evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The coordinator confirms equipment, person, format and room readiness. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

267

Verification

Failure is classified as non-delivery, technical problem, insufficient option, changed circumstance or educational-standard concern. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The case remains open until correction or a new decision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

268

Review and closure

Closure confirms that the event ended, the measure transferred to a continuing plan or the learner no longer requires it. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Closure does not erase aggregate learning or the historical decision record retained under law. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part XV

Assessment validity protocol

269

Purpose

The requirement prevents administrative format from acquiring the status of an educational standard without analysis. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The protocol is completed by persons with curriculum and assessment authority, with accessibility and learner evidence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

270

Curriculum source

The exact version and effective date are retained. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Where the requirement is local practice rather than a formal source, the institution explains its educational necessity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

271

Construct statement

Examples include mathematical reasoning, comprehension, spoken interaction, independent navigation, safe equipment operation or written composition. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The construct should be narrower than the total examination format and broad enough to support the decision for which results are used. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

272

Task decomposition

Each action is classified as essential, incidental or a control for administration. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The classification uses evidence rather than assumption about how the task has historically been performed. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

273

Access demand

The resulting finding may be reading inaccessible print, hearing instruction, writing by hand, sustaining position, travelling or responding under a fixed pace. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The access demand is separated from the competence unless they genuinely coincide. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

274

Proposed change

The adjustment is mapped to task actions. A scribe may change response recording but not idea generation; captioning changes receipt of speech but not subject knowledge; adapted equipment changes handling but may preserve practical control. For accessible assessment, the proposed change evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The reviewer states any new demand introduced by the adjusted method. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

275

Validity threat

Possible threats include assistance supplying the answer, additional time changing a speed construct, an alternative task reducing complexity, technology performing the competence or an inaccessible method obscuring actual attainment. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the validity threat evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Both under-accommodation and over-assistance can reduce validity. The objective is accurate evidence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

276

Control design

Controls can include role instructions, secure preparation, supervised use, comparable prompts, moderation, separate recording of incidental assistance and verification of equipment settings. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the control design evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Controls should not negate the access provided or expose the learner unnecessarily. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

277

Comparable difficulty

Exact item identity is not always required, but the same decision should be supported. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The reviewer records known uncertainty and moderation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

278

Time adjustment

Additional time is analysed through access method, reading and response demand, rest and construct. The amount should be sufficient for the barrier and should not be selected solely from a diagnostic category. For accessible assessment, the time adjustment evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A trial or prior work can support the decision. Break time and working time should be distinguished. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

279

Human support

Readers, scribes, interpreters and aides receive a written role. It states permitted repetition, clarification, transcription, physical assistance and prohibited prompting. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Competence and communication fit are verified before the assessment. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

280

Technology

Functions unrelated to the competence may remain available where secure. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Compatibility and technical contingency are tested. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

281

Practical assessment

Safety controls are evaluated in the actual environment. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The assessment record should not reduce a practical competence to observation unless observation itself meets the declared outcome. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

282

Validity review

283

Result interpretation

A notation should not be added merely to signal difference in method unless law or award integrity requires it. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Where the curriculum outcome itself was modified, reporting should identify the actual achievement accurately and respectfully. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

284

Appeals

Review should include curriculum and accessibility competence independent of the original decision to the degree feasible. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An appeal after progression has closed may not be effective; timing is part of the remedy. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

285

Final test

The requirement fails when sameness of format is defended without a construct or when a well-intended alternative measures something else. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part XVI

Cost, resources and burden

286

Purpose and caution

The requirement does not create a universal monetary threshold. Applicable law determines the burden standard, responsible entity and weight of factors. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The record prevents an unsupported cost statement from ending the inquiry and prevents financial analysis from omitting the educational consequence of refusal. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

287

Responsible resource base

The analysis should not be confined to the smallest unit if authority and resources sit elsewhere. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Restrictions on transferring funds are documented rather than assumed. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

288

Option specification

Different specifications should not be compared as if they provide equal access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner and technical adviser confirm functional suitability before price comparison. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

289

Direct acquisition cost

Taxes, shipping, installation and necessary accessories are included. Where only one supplier is available, the record explains market search. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Emergency purchase cost is separated from a planned procurement price. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

290

Personnel cost

Existing salaried capacity is distinguished from new expenditure without treating it as free. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Continuity requirements may make a single-person estimate inadequate. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

291

Operating and maintenance cost

Consumables, licences, repair, replacement, storage, training and technical support are included over the expected period. Residual value and use by others are recorded. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An apparently inexpensive device that cannot be maintained is not an effective option. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

292

Avoided cost

Those findings amounts can be difficult to quantify but should be identified where evidence exists. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The calculation should not invent savings to force approval; uncertainty remains visible. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

293

Wider benefit allocation

The record identifies expected users, lifetime and organisational benefit. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Capital accessibility can also satisfy an existing system responsibility independent of the individual request. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

294

External contribution

A possible contribution not yet secured is shown separately. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution should not defer the entire decision indefinitely while awaiting another body. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

295

Net cost and timing

Net cost is calculated after confirmed contributions and reusable value. The payment schedule is compared with the education deadline and institutional cash arrangements. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An affordable annual amount may still fail if procurement cannot deliver in time; an interim measure should be costed separately. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

296

Resource context

Revenue alone may not show resources legally available, but a department’s small discretionary budget is not the whole institutional context. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The analysis should use consistent periods and avoid selective comparison. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

297

Educational consequence

Duration, severity and reversibility are assessed. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

This consequence is compared with burden under the lawful proportionality standard. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

298

Cost register

299

Sensitivity

The requirement should not multiply worst-case assumptions selectively against accommodation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Material ranges are shown to the decision-maker and addressed in reasons. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

300

Comparative option analysis

Only options expected to achieve the objective are compared. A lower-cost option that provides delayed, partial or segregated access is described accordingly. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Where two options are similarly effective, cost and practical fit can carry greater weight, with the learner’s dignity and autonomy considered. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

301

Approval and monitoring

The financial decision identifies budget, procurement owner, deadline and contingency. Actual expenditure and effectiveness are later compared with estimate. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

This evidence improves future planning and may justify a common accessible service. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

302

Refusal control

The learner receives the material reasons and review route, subject to protection of confidential financial detail. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The record should state why staged, shared, interim or externally supported options were insufficient. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

303

Final test

The requirement fails when “too expensive” is the analysis rather than its evidence-based conclusion. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

304

Purpose

The resulting finding protocol defines the information purpose, lawful basis, access and retention for each stage. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

It should be applied with national privacy, education, health and child-protection law. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

305

Information classes

Each class has a different audience. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Teaching staff commonly require the agreed adjustment and educational purpose, not the entire evidentiary history. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

307

Necessary disclosure

Disclosure without consent may be permitted or required for defined safety, protection or legal purposes. The decision records the basis, recipients, information and urgency. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Concern about possible risk should not justify routine distribution of medical information. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

308

Specialist reports

Reports are stored in the protected case file. Extracts or functional summaries should be used where sufficient for education staff. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution should not copy a report to external placement or examination bodies without necessity, authority and secure transfer. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

309

Operational instruction

The instruction states the adjustment, timing, role and contact. It avoids diagnosis unless staff need it for safe or effective provision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner should not have to disclose repeatedly to each staff member because the institution failed to transmit an approved instruction. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

310

Group communication

Staff can state the changed procedure as an education arrangement. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner’s consent is required before personal explanation unless law provides otherwise. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

311

Human support

Interpreters, aides, readers, scribes and technicians receive confidentiality instructions relevant to their role. They should not retain learner material beyond operational need. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

External providers require contract terms for security, incident reporting and destruction or return. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

312

Placement and transition

The learner should know what was sent and have a route to correct it. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Historical diagnosis without current functional relevance should not be transferred by default. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

313

Access record

314

Learner access and correction

Professional opinion may remain attributed, while factual error and outdated operational information should be corrected. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Disputed information and the outcome of review should remain visible to authorised users. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

315

Security

Paper and electronic files require controlled storage, authentication, transfer and backup. Email or portable media should be used only with appropriate safeguards. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An access incident receives containment, notification and corrective action according to law. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

316

Retention

Retention periods follow implementation, appeal, award integrity and legal requirements. Clinical detail should not be retained simply because storage is available. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The decision and operational history may require longer retention than supporting documents; the schedule should state the distinction. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

317

Aggregate reporting

Small categories, combined characteristics and rare measures require disclosure control. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Reports should not permit colleagues or communities to infer an individual case. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

318

Final test

The requirement fails when secrecy prevents implementation or when implementation is used to justify circulation of the complete personal file. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part XVIII

Readiness and service continuity

319

Purpose

The requirement converts decision text into an operational chain and identifies failure before the learner loses access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Readiness is confirmed for each dependency rather than inferred from purchase or booking. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

320

Event calendar

The coordinator records instruction, assessment, placement, travel and transition dates affected by the measure. Preparation deadlines are calculated from these events. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Recurring provision enters the ordinary timetable and should not depend on repeated learner reminders. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

321

Responsibility map

Each action has a named owner with authority and backup: procurement, room, format, support person, teacher preparation, equipment, transport and examination control. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

One coordinator verifies the complete arrangement and resolves conflicts between units. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

322

Procurement readiness

The specification is confirmed with the learner and technical adviser before order. Delivery, installation, compatibility, warranty, maintenance and training are scheduled. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An interim option is activated where procurement cannot meet the education date. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

323

Accessible-format workflow

Quality checking includes structure, notation, diagrams, navigation and compatibility with the learner’s method. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The accessible version should be available when other learners receive the material. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

324

Human-service readiness

The learner should have an opportunity to identify a serious communication problem before the event. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Last-minute substitution requires equivalent competence and immediate information. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

325

Room and route

A booking system label is not direct evidence that the room works for the learner. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Temporary relocation should be communicated to all participants without exposing private information. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

326

Teacher readiness

The relevant actors should know what may be varied and what assessment control applies. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Readiness is checked before the first event rather than through the learner’s later complaint. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

327

Learner readiness

Questions or access failures are resolved before high-stakes use. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Training should respect prior expertise and avoid treating an experienced user as a passive recipient. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

328

External-body readiness

The education provider retains a contact and contingency and does not assume submission equals approval. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner receives the final status directly. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

329

Readiness test

330

Day-of-event control

Start and interruption times are recorded where they affect validity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner should not negotiate basic conditions under examination pressure. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

331

Failure classification

The resulting finding directs remedy and system correction. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The record distinguishes provider failure from a change in learner circumstance. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

332

Immediate remedy

Staff preserve the event where valid access can still be provided. If not, they protect evidence, inform the learner and arrange an equivalent opportunity without penalty. For accessible assessment, the immediate remedy evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Improvised support should not compromise safety, confidentiality or assessment validity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

333

Educational-loss account

Completion of the service after the event does not erase the loss. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Remedy should be verified with the learner. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

334

Continuity

Budget and contracts should reflect continuity, not only first delivery. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Repeated emergency arrangements indicate a planning failure. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

335

Review

After initial and significant uses, the institution reviews fidelity, effectiveness, dignity, autonomy and side effects. Changed arrangements are versioned and communicated. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Aggregate failure patterns inform procurement, staffing and accessible design. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

336

Final test

The protocol fails when an approval, purchase order or provider assurance is treated as completed access without operational verification. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part XIX

Review, complaint and educational remedy

337

Object of review

The requirement is not limited to checking whether a form was completed. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The reviewer should be able to change the decision or direct a fresh decision within a time that protects the educational opportunity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

338

Review access

A learner should not need legal terminology or a new clinical report merely to challenge the reasons already given. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Urgent review should be available where admission, assessment, placement or safety will be affected before the ordinary timetable concludes. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

339

Independence

Where institutional size prevents complete separation, a person with greater authority and no direct interest should examine the record and learner submission. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Academic, accessibility, financial or safety expertise should be added according to the disputed issue. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

340

Review record

Missing material is identified rather than assumed to support the institution. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner can submit an accessible statement and relevant new evidence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

341

Grounds

Grounds may include factual error, irrelevant or excessive evidence demand, failure to consult, incorrect essential requirement, ineffective alternative, unsupported burden, delay, confidentiality breach, non-delivery or inadequate remedy. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the grounds evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The reviewer should also correct an evident error not expressed in technical terms by the learner. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

342

Interim protection

The decision records possible educational loss. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An appeal route is ineffective if the learner must first miss the event under dispute. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

343

Hearing and communication

Any meeting or written procedure should itself be accommodated. The learner may be supported under applicable rules and should receive the institution’s material case in an accessible form. For accessible assessment, the hearing and communication evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Confidential information about another person may be protected through a fair summary or other lawful method. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

344

Standard of reconsideration

Internal review is an opportunity to reach the correct educational result promptly. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

External bodies apply the standard granted by their legal mandate. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

345

Outcomes

The outcome may confirm, vary, replace, remit or provide interim direction. It should state reasons, implementation, remedy, responsible persons and any external route. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A remitted decision requires a deadline and temporary arrangement; it should not restart delay without protection. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

346

Educational remedy

The requirement may include accessible re-assessment, reinstated application, additional teaching, placement, timetable correction, record correction, reimbursement under applicable law or a system change. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An apology or future policy revision does not by itself restore lost learning. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

347

Assessment remedy

Security and comparability remain necessary. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The academic record should not retain a penalty caused by institutional failure. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

348

Progression remedy

Remedy should avoid multiplying the original disadvantage. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Any limit based on genuine prerequisite knowledge should be evidenced. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

349

Complaint beyond the decision

Those findings issues require investigation and correction distinct from the accommodation decision itself. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Protection from retaliation should be communicated and monitored. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

350

Review outcomes

351

Timeliness monitoring

Average time is supplemented by the oldest cases and the number decided after the relevant event. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Targets should not encourage superficial refusal merely to close a case. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

352

External routes

The requirement should not imply that an internal decision is final where law provides otherwise. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Records and staff cooperation should support lawful external scrutiny. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

353

Institutional learning

Review should improve first-instance decisions rather than operate as the normal route to access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

De-identified findings can be published to clarify standards. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

354

Final test

Remedy is complete when the learner’s opportunity and record have been addressed and the control that caused the failure has been corrected. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part XX

Periodic accessibility and barrier review

355

Purpose

The review identifies barriers that should be removed through anticipatory system design rather than managed repeatedly as individual requests. It uses accommodation evidence, direct access testing and participation data to set institutional priorities. For accessible assessment, the purpose evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The review does not replace individual action. A learner should not wait for a capital or curriculum programme when a feasible interim measure is needed. For accessible assessment, the purpose evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

356

Review population

The requirement includes people who withdrew, did not apply or were referred elsewhere because ordinary systems were inaccessible. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution records limitations in reaching populations not present in its data. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

357

Participation

Persons with diverse disabilities should participate in review design, testing, prioritisation and verification. Consultation materials, meetings and site routes should themselves be accessible. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Participation should not be confined to one impairment or to current successful users of the institution. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

358

Physical environment

The review examines approach, parking or transport connection, entrances, vertical and horizontal movement, classrooms, specialist rooms, libraries, residence, sanitation, recreation, signs and emergency arrangements. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Compliance measurements are combined with user testing because a nominal feature can be unusable in practice. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

359

Communication environment

Telephone, reception, announcements, alarms, meetings and teaching are assessed for visual, reviewory, language and cognitive access. Staff knowledge and response time matter alongside equipment. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Emergency communication receives separate priority. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

360

Printed and recorded materials

Forms, prospectuses, textbooks, handouts, diagrams, audio and video are reviewed for source availability, format, structure, captions, description and conversion workflow. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The review identifies where inaccessible procurement or late teacher submission creates repeated delay. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

361

Digital systems

Registration, timetabling, library catalogue, learning platform, examination, results and communication are tested through representative assistive methods and keyboard or alternative access. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the digital systems evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Testing records task completion and severity rather than only conformance statements. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

362

Curriculum

The requirement samples ordinary learner work. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A flexible curriculum can still require individual accommodation; the review identifies common design changes. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

363

Assessment

The review examines deadlines, evidence rules, accessible formats, permitted technology, human support, separate settings, moderation and review. It identifies requests repeatedly decided too late. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

External assessment dependencies are mapped and assigned for action. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

364

Policies and ordinary rules

Equal wording is not treated as proof of equal effect. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The review tests actual decisions and not policy text alone. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

365

Workforce capacity

Training attendance is compared with observed practice. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Recurring dependence on one specialist is recorded as continuity risk. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

366

Data and cases

Complaints, withdrawals, inaccessible rooms, late materials and assessment incidents provide additional evidence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Low request volume is interpreted with procedure visibility and fear of disclosure. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

367

Review register

368

Severity and priority

A barrier affecting a small group can remain high priority where consequence is severe. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Visible low-cost corrections should not displace complex high-consequence work indefinitely. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

369

Action plan

Capital, procurement, curriculum and workforce actions use different realistic timescales. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The governing body reviews unresolved high-priority items. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

370

Verification

Completion requires user testing or other direct evidence that access works. Installation, policy adoption or contract payment is insufficient by itself. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

New barriers created by the solution are recorded and corrected. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

371

Publication

The institution may publish scope, priorities, completed work and remaining limitations in an accessible report. It should avoid claiming full accessibility where review scope or unresolved barriers contradict it. For accessible assessment, the publication evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Public information helps applicants plan and holds the institution accountable for transition. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

372

Review cycle

The review is repeated after material building, curriculum, system or provider change and at a defined interval. Individual cases continuously update the risk register. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The review passes when recurring barriers are converted into funded system action while individual routes remain effective. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part XXI

Governance, workforce and resource planning

373

Governing responsibility

The requirement should examine serious refusals, recurrent failures and inaccessible capital or procurement decisions at an aggregate level. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

It does not receive unnecessary individual clinical information. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

374

Executive accountability

The role should have authority to resolve disputes between departments and to provide interim resources. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Performance should include actual access and decision quality, not only budget adherence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

375

Policy owner

The owner tests that public information and staff practice remain aligned. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Policy revision records consultation and implementation date. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

376

Decision authority map

Thresholds should avoid unnecessary delay and ensure full resource consideration. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

No staff member should refuse a measure beyond their authority without escalation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

377

Central coordination

The learner should experience one coordinated route rather than parallel negotiations. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Local implementation and central oversight are both necessary. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

378

Workforce roles

Staff should understand the boundary of their competence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Specialists advise; authorised education bodies decide. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

379

Training needs analysis

Training follows role, review findings, review outcomes and learner evidence. Admissions staff need accessible procedure; teachers need inclusive instruction; examination staff need construct and security analysis; facilities staff need user-centred access. For accessible assessment, the training needs analysis evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

One general awareness session cannot meet every role requirement. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

380

Competence verification

Competence is assessed through case records, observed implementation, scenario analysis and review quality. Attendance certificates are not enough. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Errors trigger supervision and development without discouraging requirement referral. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

381

Specialist availability

Response times and geographic coverage are monitored. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Contracts should include confidentiality and continuity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

382

Budget architecture

A department should know when to use each route. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Budget design should not reward refusal by leaving the entire cost with the unit that admits or teaches the learner. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

383

Annual forecast

The requirement retains contingency for uncommon needs. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Individual access should not be denied because the exact requirement was absent from a forecast. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

384

Resource allocation

Capital and recurrent budgets should be coordinated where one accessible improvement reduces repeated service cost. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The reasons for deferring a high-consequence system action should be recorded with interim protection. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

385

Governance dashboard

386

Public authority role

The relevant actors should coordinate with health, social, building, transport and examination bodies without losing education accountability. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

National systems should identify who resolves disputes between public bodies. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

387

Provider oversight

Authorisation or funding conditions can require request routes, records, accessible assessment and continuity. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Oversight should sample implementation and learner experience rather than accept policy documents alone. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

388

Participation and scrutiny

Learners and representative organisations should review policy, training, review and public reporting. Independent bodies may scrutinise rights, administration or finance under national arrangements. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Participation should be funded and accessible where necessary and should not depend on disclosure of individual cases. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

389

Annual assurance

The executive signs an annual account of policy operation, unresolved serious cases, resource risk, accessibility priorities and review outcomes. Internal review or another independent function samples supporting evidence. For accessible assessment, the annual assurance evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Known limitations are stated rather than replaced by a general compliance assertion. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

390

Final test

Governance is effective when staff can act within clear authority, resources follow educational consequence, high-risk refusals receive full institutional scrutiny and recurring barriers produce verified system improvement. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the final test evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part XXII

Data, indicators and quality improvement

391

Measurement purpose

Accommodation data should answer whether learners can find the procedure, receive timely decisions, obtain effective implementation and secure remedy. They should also identify recurring barriers requiring system redesign. For accessible assessment, the measurement purpose evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The data should not be used to compare the worth, cost or academic ability of learners. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

392

Denominators

Request counts require a denominator appropriate to the question: applicants, enrolled learners, examination candidates, placement participants or known education events. Total enrolment may be too broad for a specific procedure. For accessible assessment, the denominators evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The report should also acknowledge people unable or unwilling to request and those directed away before formal registration. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

393

Case start

The record retains request, acknowledgement, evidence request, interim decision, final decision and implementation dates. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

This prevents administrative delay from disappearing outside the metric. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

394

Event deadline

Each case identifies the relevant education date. Timeliness is measured by whether effective action occurred before that date as well as by elapsed days. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A quick decision after the event remains late in educational terms. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

395

Outcome categories

Categories should not imply agreement where the learner accepted an alternative under time pressure. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Reasons are coded separately and remain reviewable in the text record. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

396

Barrier categories

Multiple categories may apply. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The category describes the environment or event, not the learner as the problem. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

397

Adjustment categories

A generic “support provided” category is too weak for planning. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

System accessibility work is linked where it resolves repeated individual cases. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

398

Decision-time indicators

Median, range, distribution and cases decided after event should be reported. A small number of severe delays can be obscured by an average. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Urgent and ordinary cases should be distinguished without redefining difficult cases as non-standard and excluding them. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

399

Implementation indicators

Implementation measures readiness before event, first-use delivery, failures, contingency, educational loss and remedy. Approval rate alone does not show access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner’s confirmation and operational evidence should be sampled. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

400

Effectiveness indicators

Grade improvement is not always the objective and should not be required to prove access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution should avoid attributing academic outcome to accommodation without appropriate design. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

401

Review indicators

A high overturn rate may indicate weak first-instance work; a zero rate may reflect inaccessible review. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Qualitative sampling is necessary to interpret the numbers. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

402

Confidentiality indicators

Staff should have a protected route to report a control weakness. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Low incident reporting requires an review of detection and procedure visibility. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

403

Indicator register

404

Disaggregation

Small cells and intersecting characteristics require disclosure control. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution should not publish comparative disability categories from incomplete or self-selected request data as prevalence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

405

Quality review

Review checks barrier analysis, evidence proportionality, essential requirement, option effectiveness, burden, communication and remedy. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Sampling should not select only completed successful files. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

406

Improvement cycle

Training, policy change or procurement should follow the diagnosed cause. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Completion requires changed practice or access, not delivery of an activity alone. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

407

Public reporting

An accessible annual account can report procedure, timing, implementation, reviews, system barriers and improvement with limitations. It should not claim absence of inequality merely because recorded request numbers are low. For accessible assessment, the public reporting evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution should state the coverage, definitions and known data gaps. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

408

Final test

The indicator system is fit when it reveals access to the procedure, educational timeliness, implementation and recurring institutional barriers. It fails when it rewards file closure while learners miss the relevant education event. For accessible assessment, the final test evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part XXIII

Public-authority and inter-agency coordination

409

Public mandate

Provider and learner guidance should use the same responsibility map. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Delegation should not make accountability untraceable. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

410

Minimum institutional expectations

Public funding may require additional reporting and service conditions. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Expectations should apply according to law across public and non-public provision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

411

Monitoring population

Monitoring includes institutions with few recorded requests because low volume may reflect exclusion. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Remote and small providers should remain within periodic direct assurance. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

412

Evidence return

Providers may submit de-identified counts, timing, decisions, failures, reviews and system actions. Definitions and reference dates should be common. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Returns should be proportionate and should not transmit individual clinical information. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

413

Inspection

The requirement should test whether an approved measure operated and whether repeated requests led to accessible design. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The provider’s self-evaluation is evidence but not the sole assurance source. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

414

Complaint coordination

A referral should identify lead body, urgent action, consent or lawful basis and communication to the learner. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

No body should close its record solely because another body may act without confirming transfer. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

415

Funding coordination

Interim education access should not wait for an unresolved budget boundary. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Aggregate cost evidence should inform shared services and accessible procurement. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

416

Examination coordination

Schools require routes to submit, track and escalate before the assessment. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Monitoring should identify decisions made after examinations and recurring inaccessible formats. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

417

Building and transport coordination

Education planning should identify inaccessible routes and assign funded action. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An approval under general building law should not end user-based education access review. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

418

Health and specialist services

Information exchange should be necessary, accessible and lawful. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Waiting lists should be monitored where they delay education access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

419

Coordination record

420

Enforcement

Serious or repeated failure may affect authorisation or funding under national law. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Enforcement should specify the condition and verify actual access, not only a revised policy. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

421

Capacity building

Assistance should be transparent and should not compromise independent monitoring. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Persistent incapacity requires structural action rather than repeated waiver. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

422

Public accountability

The requirement should state where data exclude people outside education. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Public reporting should not rank providers on unlike request populations. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

423

Historical discipline

Material issued after 9 October 2008 is outside this report. Any later application should identify subsequent law and evidence separately rather than amend the contemporaneous text silently. For accessible assessment, the historical discipline evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

424

Final test

Coordination is effective when the learner has one intelligible route, every referred action has an accepted owner and education continues while agencies resolve their internal responsibilities. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the final test evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part XXIV

Transition, handover and continuing arrangements

425

Purpose

The resulting finding protocol preserves effective access through a controlled handover while limiting unnecessary disclosure and requiring the receiving setting to examine its own educational events. For accessible assessment, the purpose evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The protocol applies to internal class change, entry to a new level, transfer, examination, placement, temporary relocation and return after interruption. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

426

Transition trigger

Planning begins early enough to obtain materials, services and decisions before the new event. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner should not need to discover each new barrier after the transition occurs. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

427

Continuing and new requirements

Communication method or equipment may remain stable; laboratory, placement or high-stakes assessment can create a new essential-requirement question. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Continuity should be the default for an effective measure unless the setting has a material difference supported by evidence. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

428

Learner-controlled summary

The learner can identify errors and consent to appropriate transfer. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The summary should not require the learner to carry the institution’s only copy or repeatedly prove an already established stable need. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

429

Receiving-body responsibility

The requirement should not reject prior evidence because another body produced it without explaining the material difference. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The sending institution cannot guarantee the receiving decision but should provide accurate functional and educational records with consent. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

430

Teacher handover

The relevant actors ordinarily do not receive the complete evidence file. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Questions are resolved with the coordinator rather than by suspending the measure in class. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

431

Equipment transfer

If equipment cannot move, an equivalent device or method should be ready at the receiving setting. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The learner’s personal equipment should not be treated as an institutional asset or as the sole contingency without agreement. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

432

Human-service transfer

The handover identifies whether the existing professional continues or whether a new relationship requires preparation. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Service commissioning should be completed before ordinary timetables are fixed where feasible. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

433

Accessible materials

Course and assessment materials should enter the conversion workflow before the new term. Edition, syllabus, notation and file format are checked. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A receiving teacher’s late choice of material should trigger an immediate accessible alternative and a correction to planning. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

434

Examination handover

Submission, evidence, deadline, decision, room, equipment, human support and contingency are tracked separately. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

An earlier classroom approval supports the application but should not be misrepresented as the examination body’s decision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

435

Placement handover

Information shared with the host follows consent and minimum necessary disclosure. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

If the host cannot implement the arrangement, the education provider remains responsible for correction or an equivalent placement. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

436

Interruption and return

A return should not depend on a complete new application where the prior arrangement remains relevant. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Remedial education and accommodation are recorded separately but coordinated. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

437

Transition record

438

Failure prevention

Missing actions are escalated according to educational consequence. A general statement that the new department has been informed is insufficient. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution should monitor repeated failures at the same boundary, such as annual examination applications or transfer of accessible texts, and redesign the workflow. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

439

Confidentiality

The learner knows recipients and can seek correction. Clinical evidence remains protected unless the receiving decision requires it and lawful sharing is established. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Aggregate transition-failure data should not reveal a learner moving through a small programme. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

440

Closure of sending responsibility

Closure should not occur merely because a file was emailed or the learner left the site. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Where the receiving body does not confirm, the learner is informed and provided with a direct contact and accessible copy of necessary records. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

441

Quality review

Results inform admission calendars, teacher allocation, procurement and external-body agreements. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The protocol passes when a change of setting does not erase established access and when genuinely new educational requirements receive a fresh but proportionate analysis before they affect participation. Its substantive use in accessible assessment is to determine fair participation without altering the intended construct. For accessible assessment, the quality review evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

442

Information for prospective and transferring learners

The information should make clear that disclosure is used for access and does not replace the ordinary academic decision. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The requirement should not use broad physical or health descriptions that deter applicants whose participation could be enabled through accommodation. Where an external body controls an examination, award or placement, the respective responsibilities and application deadlines should be stated. For accessible assessment, the information for prospective and transferring learners evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The receiving institution should acknowledge which measures can continue immediately, which require local confirmation and which new events need analysis. If a final decision cannot be made before entry, an interim plan should preserve orientation, registration, teaching and residence access. For accessible assessment, the information for prospective and transferring learners evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A general claim that a campus or programme is “fully accessible” is inappropriate where material barriers remain or access depends on advance arrangement. Accurate information permits planning but does not excuse the institution from considering individual change. For accessible assessment, the information for prospective and transferring learners evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The requirement should examine whether applicants can locate the route without disclosing disability to a general admissions audience and whether staff answering ordinary enquiries give the same accurate account. Mystery enquiries or another controlled access test may reveal barriers that policy review misses. For accessible assessment, the information for prospective and transferring learners evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Superseded instructions should be removed so that a learner is not held to an obsolete deadline or documentation rule. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The transition review should sample prospective users who did not complete an application where lawful evidence exists. Their experience can show whether inaccessible information, cost of evidence or fear of adverse treatment prevents the procedure from beginning. A register containing only successful requests cannot establish that the route is equally accessible. For accessible assessment, the information for prospective and transferring learners evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The notice should identify the changed event, expected effect and contact. A learner who relied on the original information should not be disadvantaged by the institution’s late change. For accessible assessment, the information for prospective and transferring learners evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The institution should record any difference between published procedure and actual access and correct both the individual case and the public information source. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The requirement should remain open until obsolete material has been withdrawn and the learner’s immediate arrangement has been confirmed in practice. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The retained evidence should permit an independent reviewer to reproduce that conclusion without relying on an undated assurance from the responsible department. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Verification remains dated and reviewable. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part XXV

Applied decision simulations

443

Purpose

The relevant actors are constructed and do not represent observed institutions, learners or national thresholds. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Amounts are expressed in unspecified units to avoid implying a country or recommended price. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

444

Simulation one — accessible-format preparation

Conversion takes 1. 5 hours per document at 22 units an hour, quality checking takes 0. 5 hour at 28 units, and one reusable template costs 180 units. For accessible assessment, the simulation one — accessible-format preparation evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The direct first-term cost is: Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

\[ (24 \times 1. 5 \times 22) + (24 \times 0. 5 \times 28) + 180 = 1{,}308. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

If the template reduces conversion by 0. 5 hour for the same 24 documents in the next term, the saved preparation time is 12 hours, valued at 264 units under the same rate. This does not establish the template’s full value, because future users and quality may add or reduce benefit. For accessible assessment, the simulation one — accessible-format preparation evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

445

Interpretation of simulation one

The requirement should not charge the full reusable template to one learner without recognising wider benefit. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

If conversion arrives after each class, the costed option is not effective despite correct arithmetic. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

446

Simulation two — interpreter service

Interpretation is billed for actual seminar time plus 30 minutes preparation per seminar at 36 units an hour. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

\[ 2 \times 14 \times (1. 5 + 0. 5) \times 36 = 2{,}016. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

A note-taking alternative is not treated as equivalent unless it provides live participation in the seminar objective. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

447

Simulation three — examination time

Functional and prior-use evidence supports an additional 25 per cent working time and two rest breaks of 10 minutes each. The scheduled room period is 170 minutes: 150 working minutes and 20 break minutes. For accessible assessment, the simulation three — examination time evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Treating the entire 170 minutes as answer time would change the approved arrangement and could affect comparability. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

448

Simulation four — equipment comparison

Option B is rented for 42 units each month and includes maintenance. For an 18-month expected use, the direct costs are 1,080 units for A and 756 units for B. For accessible assessment, the simulation four — equipment comparison evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The lower direct cost does not decide the case. Compatibility, delivery, training, residual use, repair time and whether Option B is functionally equivalent must be established. For accessible assessment, the simulation four — equipment comparison evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

449

Simulation five — room access

A capital alteration would cost 8,000 units and take four months. The learner’s course lasts ten weeks. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The capital work may still be justified as a system accessibility action but is not necessary to postpone the learner’s current access. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

450

Simulation six — placement travel

A nearer inaccessible site can be modified for 1,400 units and would serve later cohorts. Travel support costs 18 units daily, or 540 units. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The financially cheaper option may impose a substantial personal burden and is not automatically reasonable. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

451

Simulation seven — delayed decision

A request is submitted 35 days before an assessment. The institution acknowledges after 12 days, requests evidence after another 10 days and decides 5 days after the assessment. The formal procedure time is 28 days from acknowledgement to decision, but the educational result is a decision too late to operate. For accessible assessment, the simulation seven — delayed decision evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Timeliness should therefore be measured against notice and event date, not only internal case duration. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

452

Simulation eight — recurrent conversion versus source design

Training and an accessible source template cost 500 units and reduce correction to 4 units each, for a total first-cycle cost of 740 units and 240 units in a comparable later cycle. For accessible assessment, the simulation eight — recurrent conversion versus source design evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The calculation supports examining accessible source design. It does not prove quality until converted outputs are tested with users. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

453

Calculation review steps

454

Verification method

Units, working time and break time are retained separately. No constructed amount is cited as an observed cost or burden threshold. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

The qualitative factor remains in the comparison to prevent arithmetic from becoming the entire reasonableness judgement. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

455

Sensitivity

Supplier price, duration, staff availability and shared use can change the comparison. The decision should explain whether a plausible range changes the conclusion. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Sensitivity should not be used only to inflate the requested option while leaving the institution’s alternative at its best case. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

456

Final test

A correct amount can relate to an ineffective, late, undignified or invalid option. The decision remains an evidence-based comparison of equality, educational purpose and burden. For accessible assessment, the final test evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.

Part XXVI

Arrangement-specific standards

457

Additional working time

Additional time is justified where the ordinary limit measures the speed with which a learner can read, perceive, organise or physically record a response even though that speed is not part of the intended competence. The decision should identify the functional reason, the amount or method of calculating time, and whether breaks are included or added separately. A fixed percentage may support administrative consistency, but it should not replace individual consideration where fatigue, fluctuating capacity or the form of the task makes a fixed allowance ineffective. Where speed is an essential and stated element of competence, the institution should examine whether another access change can remove the barrier without changing that element. Staff must know the revised finishing time and supervision implications before the assessment begins. Additional time is not an advantage; it prevents an irrelevant access demand from deciding the result. For accessible assessment, the additional working time evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-03] [REF-04]

458

Rest and medical breaks

Rest, movement, medication, nutrition or personal-care breaks may be necessary where sustained attendance would create pain, fatigue, loss of concentration or health risk. The arrangement should state whether the assessment clock stops, where the learner may go, who maintains custody of materials, and how privacy will be protected. Invigilators normally need only the permitted conditions and an emergency contact, not private medical detail. If the assessment cannot be paused, an alternative schedule or division into sittings should be considered. Security can ordinarily be protected through supervised custody, controlled communication and a recorded return time. The arrangement is ineffective if an accessible room or personal assistance is unavailable during the break. Review should consider whether the planned duration matched actual need and whether the learner resumed without penalty. For accessible assessment, the rest and medical breaks evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-02]

459

Scheduling and assessment load

Assessment at a different time or over more than one sitting may remove a barrier related to fatigue, treatment, transport, personal assistance or an episodic condition. The decision should preserve equivalent preparation time, task security and opportunity to demonstrate competence. A different sitting should not expose the learner to a poorer room, unavailable support or delayed results. Where a common start is necessary for security, the examining body should test secure isolation, a parallel form or another controlled measure before refusing the request. Scheduling also concerns notice: a formally accessible sitting is not fair if the learner receives the final time too late to arrange transport or assistance. Institutions should coordinate calendars so that accumulated adjusted sessions do not impose an unreasonable daily load. For accessible assessment, the scheduling and assessment load evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-07]

460

Separate or low-distraction room

A separate or low-distraction room may support concentration, communication, equipment use, movement, reading aloud or authorised breaks. Its educational purpose must be distinguished from segregation for administrative convenience. The room should be as suitable, safe and dignified as the ordinary space, with comparable lighting, temperature, furniture, time information and access to staff. A learner should not be placed alone without consultation where isolation may itself create distress or communication difficulty. The decision should specify permitted occupants and the duties of any support person. Announcements, corrections and emergency instructions must reach the room at the same time as other rooms. Afterward, the record should confirm that the room and required services were actually available, not merely reserved. For accessible assessment, the separate or low-distraction room evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-05] [REF-06]

461

Accessible visual formats

Large print is not defined by enlargement alone. Legibility may depend on type size, font, contrast, spacing, line length, paper size, layout and the clarity of diagrams. The accessible version should preserve numbering, marks, instructions, cross-references and the substantive information in images. Enlargement that forces excessive page turning or separates a question from necessary material may create a new barrier. The learner should review a sample format where practicable. Preparation must allow the accessible copy to receive the same proofreading and security control as the ordinary copy. If colour conveys meaning, another distinguishable feature should also be available. The examining body should record the version supplied and any correction made during the sitting. For accessible assessment, the accessible visual formats evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-07] [REF-08]

462

Braille and tactile materials

Braille provision requires attention to code, language, contractions, mathematical or scientific notation, tactile graphics and the learner's customary practice. Direct mechanical conversion of print may not convey diagrams, spatial layout or symbols adequately. The authority should use competent transcription, independent checking and secure preparation. Instructions that depend on colour or location on a page must be expressed accessibly without disclosing the answer. The response method should be agreed with the question format, including writing equipment, page labelling and conversion for marking. Where a tactile figure cannot validly represent the material, the designer should consider an equivalent description or task while preserving the construct. Late delivery is an access failure even if additional time is later offered. For accessible assessment, the braille and tactile materials evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-05] [REF-07]

463

Reader support

A reader provides access to written content but must not interpret, explain, simplify or select information unless that function is expressly authorised. Instructions should identify what may be read, whether material may be repeated, how diagrams and notation are handled, and how the learner directs pace and navigation. The reader should be competent in the language and notation necessary for accurate delivery, yet should not coach through tone or emphasis. If reading ability is the intended competence, a reader may alter the construct; another format or a carefully bounded alternative may then be required. Learner and reader should be able to establish an effective working method without seeing secure content. Any material reading error must be recorded and corrected promptly. For accessible assessment, the reader support evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-03]

464

Scribe and transcription support

A scribe records the learner's dictated or otherwise communicated response. The boundary between transcription and composition must be explicit. The learner controls the words, order and substantive corrections, while the scribe follows agreed rules for spelling, punctuation, diagrams and review. Where written expression, spelling or manual performance is part of the construct, the authority must determine which elements the learner must demonstrate and which can validly be recorded through another means. The method should allow inspection of the response or a read-back. A competent scribe should be available for the relevant language and notation, and communication pace should inform the timing decision. The result record may identify the authorised method where operationally necessary but should not invite an adverse judgement. For accessible assessment, the scribe and transcription support evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-04]

465

Sign-language interpretation

Sign-language interpretation may be required for instructions, questions, clarification permitted to all learners, oral responses or practical interaction. The authority should identify the relevant sign language, the interpreter's role, subject demands and confidentiality duties. Interpretation must convey authorised content without adding explanation or narrowing ambiguity that forms part of the task. Where command of a spoken or written language is itself assessed, the decision should define which communication can be interpreted and which competence must be demonstrated directly. Room layout must permit clear sight lines among learner, interpreter, examiner and visual material. Preparation may include secure access to terminology and administrative instructions but not unnecessary advance disclosure. A shortage of interpreters calls for early shared-service planning and scheduling, not automatic exclusion. For accessible assessment, the sign-language interpretation evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-06]

466

Communication devices and human assistance

Some learners communicate through symbol boards, electronic devices, eye gaze, switch access or a familiar communication partner. The decision must distinguish access to communication from substantive prompting. It should state how a response is initiated, confirmed, corrected and attributed to the learner. Examiners need sufficient time and competence to recognise the method, and the learner should not be required to adopt an unfamiliar system for administrative ease. If a familiar partner is used, safeguards should limit interpretation to established signals and allow verification of authorship. Equipment failure requires a feasible alternative or rescheduling rule. Judgement must concern the competence rather than the speed or conventional appearance of the communication unless those features are expressly essential. For accessible assessment, the communication devices and human assistance evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-02]

467

Assistive equipment and computers

Adapted keyboards, switches, magnification, screen reading, hearing devices, ergonomic supports, communication aids or specialised writing equipment may remove a barrier. Approval should specify the device, permitted functions, settings, compatibility with materials and responsibility for installation. The complete arrangement must be tested in the actual environment, including power, furniture, connectors, file custody and interaction with security controls. Equipment that is approved but unavailable, uncharged or incompatible on the day has not been implemented. If personal equipment is used, inspection should be proportionate and should not erase necessary settings or expose private information. A backup is appropriate for a high-stakes event where failure would otherwise remove the opportunity. For accessible assessment, the assistive equipment and computers evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-05] [REF-08]

468

Alternative response form

An oral response may be appropriate where writing is only the conventional means of recording knowledge; a written response may preserve validity where spontaneous speech or hearing is not the intended competence. In either direction, the assessor should identify whether the ordinary form itself constitutes part of the learning outcome. The alternative should offer equivalent content coverage, difficulty, planning and correction. Examiner prompting must be bounded, and a reliable record should permit marking and review. Where communication form is essential, a wholesale substitution may not provide the required evidence, but changes to audience, pacing, equipment or support may still enable direct demonstration. Markers should apply the same substantive criteria and should not infer weaker competence from the approved response mode. For accessible assessment, the alternative response form evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-03] [REF-04]

469

Practical and laboratory assessment

Practical assessment requires analysis of each task component: the competence, equipment or environment, relevant safety requirement and access barrier. Adapted tools, adjustable work surfaces, an assistant for non-assessed physical steps, altered sequencing, additional time or another location may permit demonstration of the same competence. An assistant must not perform a step whose execution is the assessed outcome. Safety concerns should be evidenced and compared with available controls; disability is not a proxy for danger. The learner should participate in a trial where unfamiliar equipment or a complex allocation of roles is proposed. Exemption is a last resort because it may remove evidence required for progression or professional recognition. For accessible assessment, the practical and laboratory assessment evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-06] [REF-15]

470

Placement and workplace assessment

Where achievement is assessed away from the institution, responsibility does not disappear. The provider should identify which body controls the site, transport, support, assessor and decision, and should secure agreement before placement begins. Accessibility must cover entry, communication, supervision, emergency arrangements and the tasks used as evidence. A host's general reluctance is not an individual feasibility assessment. If the original site cannot provide a necessary arrangement, the institution should examine modification, shared support or an equivalent placement that preserves learning outcomes and does not delay progression. Records should distinguish host observations from the authorised educational judgement. For accessible assessment, the placement and workplace assessment evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-15]

471

Externally controlled examinations

When an external authority controls the paper, timing, permitted support or result, the education institution remains responsible for timely communication and local delivery within its authority. Roles should be agreed for request receipt, evidence, decision, material preparation, venue, invigilation, incident reporting and appeal. The learner should not have to manage unresolved disagreement between bodies. The external authority should publish clear criteria while preserving individual judgement. Local staff must confirm receipt and usability of specialised materials before the sitting. If an error occurs, the incident record must reach the body able to grant a remedy without delay. For accessible assessment, the externally controlled examinations evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-07]

472

Marking, result and remedy

Markers should receive information needed to judge the response correctly, but not private information likely to create bias. If the approved method changes the form in which evidence appears, guidance should explain how established criteria apply. The result should not be annotated in a manner implying lesser validity merely because an arrangement was used. Where an approved arrangement was absent, late or defective, the institution should determine the educational consequence. Remedies may include record correction, re-marking, disregard of an affected component, a fresh opportunity, restored progression or reimbursement of avoidable cost. The learner should not bear a fee or adverse inference for accepting a fresh opportunity made necessary by institutional failure. For accessible assessment, the marking, result and remedy evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-02] [REF-04]

473

Arrangement-specific conclusion

No catalogue decides an individual case. These standards show why each arrangement must be tested against the particular construct, barrier and conditions. Fair participation depends on accessible information, timely handling, proportionate evidence, consultation, suitable design, prepared delivery and effective remedy. An institution must demonstrate not only authorisation but that the learner could use the arrangement and that the resulting evidence remained fit for the educational decision. Recurrent arrangements should inform ordinary design, while unusual cases remain open to individual judgement. This is the practical meaning of preserving standards through accessibility rather than treating accessibility as an exception to them. For accessible assessment, the arrangement-specific conclusion evidence must show whether the intended construct is assessed without an avoidable participation barrier. Fair assessment requires the participation barrier, intended construct, effective adjustment and review route to be stated together.[REF-01] [REF-03] [REF-07]

References

REF-01
United Nations General Assembly. Convention on the Rights of the Child. 1989. A/RES/44/25.
Non-discrimination, best interests, participation, disability support and the right and aims of education.
https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child
REF-02
United Nations General Assembly. International Covenant on Economic, Social and Cultural Rights. 1966. A/RES/2200A(XXI).
Non-discrimination and the right to education.
https://www.ohchr.org/en/instruments-mechanisms/instruments/international-covenant-economic-social-and-cultural-rights
REF-03
United Nations Committee on Economic, Social and Cultural Rights. General Comment No. 5: Persons with Disabilities. 1994. E/1995/22.
Equality, social barriers, integration and education rights of persons with disabilities.
https://www.refworld.org/legal/general/cescr/1994/en/53111
REF-04
United Nations Committee on Economic, Social and Cultural Rights. General Comment No. 13: The Right to Education. 1999. E/C.12/1999/10.
Availability, accessibility, acceptability and adaptability of education.
https://www.refworld.org/legal/general/cescr/1999/en/37937
REF-05
United Nations General Assembly. Standard Rules on the Equalization of Opportunities for Persons with Disabilities. 1993. A/RES/48/96.
Accessibility, support services and equal educational opportunity in integrated settings.
https://www.un.org/development/desa/disabilities/standard-rules-on-the-equalization-of-opportunities-for-persons-with-disabilities.html
REF-06
World Conference on Special Needs Education. The Salamanca Statement and Framework for Action on Special Needs Education. 1994.
Inclusive regular schools, child-centred pedagogy, participation, teacher preparation and support.
https://unesdoc.unesco.org/ark:/48223/pf0000098427
REF-07
UNESCO. Guidelines for Inclusion: Ensuring Access to Education for All. 2005.
Identification and removal of barriers to presence, participation and achievement.
https://unesdoc.unesco.org/ark:/48223/pf0000140224
REF-08
UNESCO. Open File on Inclusive Education: Support Materials for Managers and Administrators. 2001.
Management of inclusive education, institutional development, support and community participation.
https://unesdoc.unesco.org/ark:/48223/pf0000125237
REF-09
Education for All Global Monitoring Report Team. Education for All Global Monitoring Report 2005: The Quality Imperative. 2004.
Learner characteristics, teaching, institutional organisation and quality for all learners.
https://unesdoc.unesco.org/ark:/48223/pf0000137333
REF-10
Education for All Global Monitoring Report Team. Education for All Global Monitoring Report 2006: Literacy for Life. 2005.
Literacy, participation, exclusion, language and educational quality.
https://unesdoc.unesco.org/ark:/48223/pf0000141639
REF-11
World Education Forum. The Dakar Framework for Action: Education for All — Meeting Our Collective Commitments. 2000.
Education for All commitments concerning inclusion, quality and disadvantaged learners.
https://unesdoc.unesco.org/ark:/48223/pf0000121147
REF-12
United Nations General Assembly. Convention on the Rights of Persons with Disabilities. 2006. A/RES/61/106.
The operative disability-rights framework, including equality, accessibility, reasonable accommodation and inclusive education; in force from 3 May 2008.
https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-persons-disabilities
REF-13
United Nations General Assembly. Resolution 61/106: Convention on the Rights of Persons with Disabilities. 2006. A/RES/61/106.
Formal adoption of the Convention and Optional Protocol.
https://undocs.org/A/RES/61/106
REF-15
International Labour Organization General Conference. Vocational Rehabilitation and Employment (Disabled Persons) Convention, 1983 (No. 159). 1983.
Vocational guidance, training, transition and equal employment opportunity.
https://www.ilo.org/resource/c159-vocational-rehabilitation-and-employment-disabled-persons-convention

[reference-ref-01] REF-01
United Nations General Assembly. Convention on the Rights of the Child. 1989. A/RES/44/25.
Non-discrimination, best interests, participation, disability support and the right and aims of education.
https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child

[reference-ref-02] REF-02
United Nations General Assembly. International Covenant on Economic, Social and Cultural Rights. 1966. A/RES/2200A(XXI).
Non-discrimination and the right to education.
https://www.ohchr.org/en/instruments-mechanisms/instruments/international-covenant-economic-social-and-cultural-rights

[reference-ref-03] REF-03
United Nations Committee on Economic, Social and Cultural Rights. General Comment No. 5: Persons with Disabilities. 1994. E/1995/22.
Equality, social barriers, integration and education rights of persons with disabilities.
https://www.refworld.org/legal/general/cescr/1994/en/53111

[reference-ref-04] REF-04
United Nations Committee on Economic, Social and Cultural Rights. General Comment No. 13: The Right to Education. 1999. E/C.12/1999/10.
Availability, accessibility, acceptability and adaptability of education.
https://www.refworld.org/legal/general/cescr/1999/en/37937

[reference-ref-05] REF-05
United Nations General Assembly. Standard Rules on the Equalization of Opportunities for Persons with Disabilities. 1993. A/RES/48/96.
Accessibility, support services and equal educational opportunity in integrated settings.
https://www.un.org/development/desa/disabilities/standard-rules-on-the-equalization-of-opportunities-for-persons-with-disabilities.html

[reference-ref-06] REF-06
World Conference on Special Needs Education. The Salamanca Statement and Framework for Action on Special Needs Education. 1994.
Inclusive regular schools, child-centred pedagogy, participation, teacher preparation and support.
https://unesdoc.unesco.org/ark:/48223/pf0000098427

[reference-ref-07] REF-07
UNESCO. Guidelines for Inclusion: Ensuring Access to Education for All. 2005.
Identification and removal of barriers to presence, participation and achievement.
https://unesdoc.unesco.org/ark:/48223/pf0000140224

[reference-ref-08] REF-08
UNESCO. Open File on Inclusive Education: Support Materials for Managers and Administrators. 2001.
Management of inclusive education, institutional development, support and community participation.
https://unesdoc.unesco.org/ark:/48223/pf0000125237

[reference-ref-09] REF-09
Education for All Global Monitoring Report Team. Education for All Global Monitoring Report 2005: The Quality Imperative. 2004.
Learner characteristics, teaching, institutional organisation and quality for all learners.
https://unesdoc.unesco.org/ark:/48223/pf0000137333

[reference-ref-10] REF-10
Education for All Global Monitoring Report Team. Education for All Global Monitoring Report 2006: Literacy for Life. 2005.
Literacy, participation, exclusion, language and educational quality.
https://unesdoc.unesco.org/ark:/48223/pf0000141639

[reference-ref-11] REF-11
World Education Forum. The Dakar Framework for Action: Education for All — Meeting Our Collective Commitments. 2000.
Education for All commitments concerning inclusion, quality and disadvantaged learners.
https://unesdoc.unesco.org/ark:/48223/pf0000121147

[reference-ref-12] REF-12
United Nations General Assembly. Convention on the Rights of Persons with Disabilities. 2006. A/RES/61/106.
The operative disability-rights framework, including equality, accessibility, reasonable accommodation and inclusive education; in force from 3 May 2008.
https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-persons-disabilities

[reference-ref-13] REF-13
United Nations General Assembly. Resolution 61/106: Convention on the Rights of Persons with Disabilities. 2006. A/RES/61/106.
Formal adoption of the Convention and Optional Protocol.
https://undocs.org/A/RES/61/106

[reference-ref-15] REF-15
International Labour Organization General Conference. Vocational Rehabilitation and Employment (Disabled Persons) Convention, 1983 (No. 159). 1983.
Vocational guidance, training, transition and equal employment opportunity.
https://www.ilo.org/resource/c159-vocational-rehabilitation-and-employment-disabled-persons-convention

ICEQC-R-2008-07 — Accessible Assessment Arrangements: Standards for Fair Participation

Publication record

Executive summary

Key findings

Scope and method

The interpretive foundation

Identifying the education event and barrier

Request, notice and immediate response

Evidence and functional understanding

Consultation and option development

Essential requirements and assessment integrity

Effectiveness, reasonableness and burden

Decision, reasons and records

Implementation, verification and review