Accessibility in exams for students with learning difficulties

Abstract

Students with learning difficulties can experience a wide range of named and unnamed conditions. Dyslexia and other specific learning difficulties can be hard to definitively identify, and students’ requirements can vary extensively.

This review summarises the key findings around exam accessibility for students with learning difficulties and identifies areas for future exploration. It is part of a series of rapid evidence reviews shaped by Ofqual’s consultation on designing and developing accessible assessments. Other reviews focus on D/deaf students, students with visual impairment, students on the autism spectrum, students with different cultural backgrounds, and students with English as an additional language.

Keywords

• Accessibility
• Fairness
• Social Equity