Special Examination Arrangements may be approved for students with disabilities, illnesses or other circumstances that affect their ability to access a VCE external assessment. VCE external assessments include all VCE performance, Languages oral and written examinations, the Extended Investigation CTT and oral presentation, and the GAT.
Special Examination Arrangements applications are made to the VCAA through the student’s school and must be endorsed by the principal. Such applications will be considered by the VCAA in accordance with the VCAA Special Provision policy.
The VCAA considers a large number of applications for Special Examination Arrangements every year. As it is the school that makes the application on behalf of students, and will ultimately administer their VCE external assessments, the VCAA’s consultation with a student and/or their representative will usually take place through their school.
Schools must not permit a student to receive Special Examination Arrangements without the VCAA’s approval. Failure to comply with these instructions may constitute a breach of the rules governing the conduct of VCE external assessments.
The VCAA considers each application for Special Examination Arrangements on a case-by-case basis. The VCAA will make a decision based primarily on the school-based evidence and recommendations taking into consideration any additional academic and educational assessments and independent evidence provided with the application.
The VCAA encourages schools to engage with the VCAA as early as possible to discuss any issues relating to managing students completing secondary level studies (Years 7–12) who may require special provision.
Early engagement allows schools to discuss interventions and implement appropriate provisions for classroom learning and school-based assessments, in the years preceding VCE.
Early engagement with the VCAA will provide schools and students clarity about the reasonable provisions that can be implemented throughout a student’s secondary education to assist in accessing classroom learning and assessments. These implemented provisions will then form the basis of the formal application for the student when enrolled in a senior secondary level program.
Any advice given by the VCAA in relation to early engagement will consider the National Protocols for Test Administration (NPTA) which cover rules and requirements for NAPLAN special provision (referred to as disability adjustments).
Schools should contact VCAA Special Provision to discuss suitable provisions for students completing secondary level studies.
Schools can apply for Special Examination Arrangements in the year the student first enrols in a VCE or scored VCE VET Unit 3–4 sequence, using the VCAA’s Special Provision Online (SPO) system. However, the VCAA strongly encourages schools to engage with the VCAA as early as possible to discuss issues relating to appropriate provisions and evidence requirements.
Students who are approved Special Examination Arrangements can generally expect that these arrangements will be replicated for any additional VCE or scored VCE VET Unit 3- 4 sequences undertaken in subsequent years. The VCAA may request additional and/or updated evidence when it is deemed necessary.
Schools are responsible for identifying who may be eligible for special provision for classroom learning, School-based Assessments and VCE external assessments. Many students will already be known to school staff, having been identified though established and ongoing support programs and discussions with teachers and/or parents/guardians.
Schools must determine the functional impact of a student’s condition on their ability to access and respond to timed assessments. They should consider the individual student’s circumstances, any existing special provision for classroom learning and/or School-based Assessments, teacher observations and existing professional evidence when determining which Special Examination Arrangements to apply for.
Schools should consult the VCAA if they are unsure about appropriate arrangements.
The VCAA will aim to approve Special Examination Arrangements for VCE external assessments consistent with any existing special provisions implemented by the school for classroom learning and School-based Assessments.
If necessary, the VCAA will contact schools to request additional evidence or information to support the assessment of an application. The VCAA may need to seek additional information from any professional(s) named in an application.
The VCAA may establish an expert Special Examination Arrangements panel, comprising educational psychologists, medical practitioners, senior examination assessors and other relevant professionals, to assist with the assessment of Special Examination Arrangements applications.
The VCAA’s decision regarding a student’s Special Examination Arrangements will be communicated to the school via email.
The school is responsible for communicating the decision to the student.
Schools may appeal a VCAA decision. Appeals must be submitted by the school within 14 days of receiving a decision email. The appeal must state why the VCAA decision is being challenged and reference the evidence supplied in the original application. Appeals should include any supporting new evidence, such as additional letters of support from professionals, educational and academic tests not previously submitted, and/or school-based evidence and observations.
The VCAA will process all appeals within 21 days of receipt of an appeal. The outcome will be communicated to schools via email. The school is responsible for communicating an appeal decision to the student.
New evidence may also be submitted to support an application if there is a new diagnosis or deterioration in an existing condition.
Schools must ensure a copy of any approved Special Examination Arrangements are distributed to the student, relevant school personnel (that is, VCE Coordinator) and the examination chief supervisor.
School personnel must ensure there is a common understanding between the school, student and supervisor as to precisely what any approved Special Examination Arrangements entail.
Schools may submit an Application for Emergency Special Examination Arrangements if a student experiences a sudden illness, accident or personal circumstance immediately before or during an external assessment period. The application will be available on VASS two weeks before the commencement of each assessment period for VCE external assessments.
Medical evidence for emergency applications must contain:
- a diagnosis
- the date of diagnosis
- the date of onset
- an outline of symptoms and treatment
- comments on the likely effect of the illness or condition on the student’s capacity to complete VCE external assessments
- any medical recommendations for particular Special Examination Arrangements
If a student is ill on the day of, or during, an external assessment, the school should contact VCAA Special Provision on 1800 205 455 to request approval of Emergency Special Examination Arrangements. Follow-up medical documentation may be required.
Any attempt by a student to falsely claim to an examination supervisor to have Special Examination Arrangements when these have not been approved by the VCAA may constitute a breach of examination rules and must be reported to the VCAA.
Schools that implement Emergency Special Examination Arrangements without applying for approval are in breach of the VCAA rules governing the conduct of VCE external assessments.
Types of Special Examination Arrangements
Special Examination Arrangements can include the following:
Rest breaks are typically approved at a rate of 10 minutes per hour of the 'total examination writing time'. In specific circumstances, the VCAA may approve ‘untimed rest breaks’ to facilitate management of a significant medical or physical condition.
Students may decide how to manage their allocation of rest breaks, including when and how long each break will be, with the supervisor noting the start and end times on the Special Examination Arrangements Rest Break Log Sheet.
The rest break allocation displayed on the VASS Special Examination Arrangements Advice Slip must not be exceeded. Students must be offered the full allocation of reading and writing time, in addition to the time taken for rest breaks.
Students may take rest breaks at any point during the external assessment, including during reading time.
Students:
- are not permitted to leave their table or leave the examination room during rest breaks, except where approved by the VCAA or if required to due to an emergency or other circumstances.
- re not permitted to read or write or access the examination/test questions or their responses du ring a rest break; Papers must be turned face down during a rest break.
- may use their rest break to relax, rehearse previously learned coping strategies, focus their thoughts or reflect on their responses.
Extra working time is typically approved at a rate of 10 minutes per hour of the 'total examination writing time'. ln specific circumstances, the VCAA may approve 'extra working time' in excess of 10 minutes per hour. Refer to the individual student Special Examination Arrangements advice slip for approved extra working time.
If approval has been granted for the use of a reader (or electronic reader), scribe (or electronic scribe), a clarifier, an Auslan interpreter and/or assistive technology, a student must complete their external assessment in a separate examination room and a separate supervisor must be present.
Group Computer Rooms
If a school has two oneor more students with the use of a computer approved in the samea single session, examination session, the school may seat these students together in a group computer room, se students must be seated in the same room, unless the use of an individual separate room has been approved due to a student's individual circumstances.
The Sschools may should appoint one supervisor for every four students in a group computer roomto monitor these students as well as carry out general supervision.
The following table outlines the responsibilities of, and actions required by schools, supervisors and students when the use of a computer and/or assistive technology (that is, specific text-to-voice or voice-to-text software) has been approved. As memory devices, such as USBs, contain student responses, the VCAA is unable to return these to the school.
This table outlines what a school, supervisor and student must do
| The school must: | - only allow a student the use of a computer, tablet and/or assistive technology where approved by the VCAA
- supply a stand-alone computer or tablet that only has access to a word-processing package and approved software
- not allow the student to use predictive software, thesauruses or other similar functions
- not allow the student to access dictionary functions in examinations where a dictionary is not allowed
- not allow the student to access the internet during the examination
- check that the computer, tablet and any other equipment to be used on the day of the external assessment are functioning properly
- supply one memory device per external assessment for the student to use to save their response. The GAT Section A and Section B are two separate external assessments.
- Ensure that no other information is contained on the memory device.
- clearly label the memory device with the following:
- name of the external assessment
- VCAA student number
- examination centre number.
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| A school with students seated in a group computer room must also ensure: | - students are sufficiently spaced within the room to allow adequate supervision while not allowing students to see each other’s screens. This may be achieved by using partitions; however, partitions must not be taller than the height of the computer
- one supervisor is appointed for every four students in the room
- the supervisor is able to view all screens.
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| The supervisor must: | - watch the computer or tablet screen at all times to check that the student is not accessing any other programs, documents
- remind the student at the start of the external assessment that they must save their work at regular intervals
- stop the external assessment if problems are experienced with the computer, tablet or other software and equipment and seek appropriate assistance, then resume the external assessment, ensuring no time loss to the student. An Incident Report about the circumstances should be completed and returned to the VCAA with the student’s response materials
- print the final version of the student's responses (single-sided) at the conclusion of writing time. The student must be present at the time of printing. (this must be done when the assessment is completed. The VCAA will not print student work)
- place the printed work inside the front cover of the response materials
- if necessary, complete all written details on the front cover of the response materials
- place the answer book, printed material and memory device in a large snap lock or zip lock bag or in a plain sealed envelope, clearly marked prior to placing in the gold envelope.
- ensure that the memory device used and the response materials are returned with the responses of the main cohort.
- clearly label the memory device with the VCAA student number, external assessment name and examination centre number.
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| Students: | - must use a stand-alone computer and/or ta blet that has access to a word-processing package and approved software only
- must not access any other programs, files, or data. Any use of other programs, files or data constitutes a breach of VCAA rules and will be subject to appropriate disciplinary procedures
- may access the dictionary function in examinations where a dictionary is allowed
- may access the spellchecker function in the word-processing package only. Use of predictive text or predictive software is not allowed
- must not set language to any language other than English in the word-processing package
- must save their work regularly during the external assessment
- must include their VCAA student number at the beginning of every page
- must include the number of each question or task answered at the beginning of every page, ensuring that it correlates with the examination question or task book
- must be present to witness the printing of their work from the memory device. This must be done when the assessment is completed. The VCAA will not print student work.
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The function of a reader is to read the examination/test paper and/or the student's responses as often as requested by the student. A person appointed as a reader should
- be fluent in English
- be familiar with the VCE study being examined
- be patient and sensitive to the student’s requirements
- understand the need to maintain confidentiality,
The appointed reader may work with the student in any practice examinations, but not in any formal school-based assessments
A supervisor, in addition to the reader, must be present in the examination room and monitor all interactions between the reader and the student.
This table outlines what a reader can or cannot do
| Readers can: | Readers cannot: |
|---|
- read the examination/test questions and any incorporated stimulus or resource material as many times as the student asks them to
- read the student’s answers back to them
- operate a calculator at the student’s direction.
| - assist and/or interpret any question/s for the student
- advise the student in any way, either by prompting or discussing the answers.
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Electronic readers (text-to-voice devices)
If a student is approved the use of an electronic reader or reader software, they must be supervised in a separate room.
This table outlines what supervisors and students must do
| Supervisors must: | Students must: |
|---|
- allow a student the use of a computer or tablet with assistive technology if one is required for the reader software and has been approved by the VCAA
- monitor that the student has access to an approved electronic reader or software only
- not allow the student to use word predictive software or functions
- not allow students to access dictionary functions in examinations where a dictionary is not allowed
- not allow the student to access the internet during the examination.
| - only use the approved computer or tablet and reader software. Any use of other programs, files or data constitutes a breach of VCAA rules and will be subject to appropriate disciplinary procedures
- not access the internet during the external assessment
- not use word predictive software or functions during the external assessment
- only use the electronic dictionary in examinations where a dictionary is allowed.
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If the use of a reader or electronic reader is approved, extra working time at a rate of ten minutes per hour of writing time will be approved.
The function of a scribe is to record, on the appropriate response material, the verbal responses and directions made by the student in the process of answering the question/s.
A person appointed as a scribe should:
- be fluent in English
- be familiar with the VCE study being examined
- be patient and sensitive to the student’s requirements
- understand the need to maintain confidentiality.
The appointed scribe may work with the student in any practice examinations, but not in any formal school-based asssessments.
On behalf of the student the scribe will:
- complete all written details associated with the external assessment on the response materials, such as the VCAA student number, study title, the numbers of all questions and/or tasks answered and the number of answer books used
- record the student’s responses, as dictated by the student
- re-read the student responses for editing purposes, if requested by the student. These tasks are to be completed within the total approved writing time. If the use of a scribe is approved, a separate room will also be approved and extra working time at a rate of ten minutes per hour of writing time will be approved.
A supervisor, in addition to the scribe, must be present in the examination room and monitor all interactions between the scribe and the student.
Before the commencement of the external assessment, the student should advise the scribe how they propose to answer the examination or test questions.
Fifteen minutes before the end of the examination, the supervisor must announce to both the student and the scribe the time remaining. At the conclusion of the external assessment, the supervisor must inform both the student and the scribe that writing should cease.
This table outlines what a scribe and a student can or cannot do
| Scribes can: | Scribes cannot: |
|---|
- ask the student to repeat a word or sentence
- ask the student to spell difficult or obscure words
- punctuate and use capital letters without the specific direction of the student
- operate a calculator at the student’s direction
- re-read a paragraph that has been written, to enable the student to regain their place in their work
- plot or draw graphs with the specific direction of the student.
| - interpret the question/s for the student
- advise the student in any way
- make comments on the student’s work
- alter the student’s work or write words that the student has not dictated
- re-write a student’s written work (that is, a student cannot write out their examination answers and then have the scribe re-write them)
- type for the student (unless specific VCAA approval has been granted)
- draw (if the student cannot draw, contact Special Provision).
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| Students can: | Students cannot: |
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- dictate their answers exactly as they wish them to be written down
- advise the scribe when to start a new paragraph, when to put something in brackets or inverted commas, and when to underline something
- regularly read over what the scribe has written.
| - ask to have a question interpreted.
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If the use of a scribe is approved, extra working time at a rate of 10 minutes per hour of writing time will be approved.
Electronic scribes (voice-to-text devices)
If a student is approved the use of scribing software, they must be supervised in a separate room.
This table outlines what supervisors and students must do
| Supervisors must: | Students must: |
|---|
- allow a student the use of a computer or tablet with assistive technology if the VCAA has approved such provision for their external assessment
- monitor that the student has access to the approved scribing software only
- not allow the student to use word predictive software or functions
- not allow student to access dictionary functions in examinations where a dictionary is not allowed
- not allow the student to access the internet during the examination.
| - only use the approved computer or tablet and scribing software. Any use of other programs, files or data constitutes a breach of VCAA rules and will be subject to appropriate disciplinary procedures
- not access the internet during the external assessment
- not use word prediction software or functions during the external assessment
- only use the electronic dictionary in examinations where a dictionary is allowed.
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If the use of a scribe or electronic scribe is approved, extra working time at a rate of ten minutes per hour of writing time will be approved.
The function of a clarifier is to clarify words contained within examination/test questions. The appointed clarifier may work with the student during any practice examinations.
Clarification can occur during reading and writing time.
This table outlines what clarification means for students with a language disorder or who are deaf or hard of hearing
| For students with a language disorder, clarification is restricted to | For students who are deaf or hard of hearing, clarification is restricted to |
|---|
- definition of one or more words in a question. The clarifier must not define any words or terms that are ‘study specific’ or subject-related
- provision of alternative words to those words in the question. The clarifier must not offer alternatives for ‘study specific’ words or terms.
| - definition of one or more words in a question. The clarifier must not define any words or terms that are ‘study specific’ or subject-related
- provision of alternative words to those words in the question. The clarifier must not offer alternatives for ‘study specific’ words or terms
- breaking complex sentences down into more manageable parts.
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The student and the clarifier are permitted to write the clarification on the examination question/task book.
Discussion about answers, or prompting, must not occur.
Clarifiers may only clarify English sections of a language written examination.
Strict conditions apply for the use of a clarifier in any VCE external assessment. If approved, the school must ensure that a copy of the clarifier instruction document (available on VASS) as indicated on the school copy of the Special Examination Arrangements Advice Slip, is given to the supervisor and the clarifier. lt is the supervisor's responsibility to ensure that the instructions are followed.
The supervisor, in addition to the clarifier, must be present in the examination room and monitor all interactions between the clarifier and the student. If the use of a clarifier is approved, extra working time at a rate of ten minutes per hour of writing time will be approved.
A person appointed as an Auslan interpreter should:
- be fluent in both English and Auslan
- be familiar with the subject matter being examined
- be patient and sensitive to the student’s requirements
- be impartial, objective and understand the need to maintain confidentiality.
The role of the Auslan interpreter is to facilitate communication between the student and the supervisor, or between the supervisor, the student, and the reader, scribe and/or clarifier. The Auslan interpreter must sign everything that is spoken and voice everything that is signed so that the student is able to participate fully and equally in the external assessment.
Auslan interpreters cannot add or omit information or modify the original message. Auslan interpreters cannot assist the student with their work, including advising or prompting for answers.
Alternative format examination papers and materials can include enlarged print, electronic text and Braille.
ln exceptional circumstances the VCAA will approve a student to sit an external assessment at an alternative examination centre for example, at home or in hospital. Such circumstances would include cases of serious illness and physical or psychological incapacity.
All applications must be supported with a specific medical recommendation. Schools should contact the VCAA Special Provision team for advice before seeking this arrangement.
- Standing Desk
- Cushion
- Silent Sensory/Fidget Toy
- Foam Ear Plugs (must not be worn during initial announcements)
- Small Group settings
Where two or more students are approved the same or similar Special Examination Arrangements in an examination session, they can, be seated in the same room, unless it is necessary for each student to complete their examination in a separate room due to their individual circumstances.
Special Provision categories and appropriate provisions
Students are eligible for Special Examination Arrangements if it can be demonstrated that their capacity to access a VCE external assessment is impaired due to one or more of the following:
Definition
The VCAA has adopted the following operational definition of a mental health condition for the purpose of assessing Special Examination Arrangements applications:
A mental health condition is a disorder or illness that affects a student’s thought processes, judgement, perception of reality, or emotional and social wellbeing. The symptoms significantly impact on a student’s cognitive functioning. The current presenting symptoms must be supported by evidence from a range of sources including a student’s history, school observations and appropriate health professionals.
Appropriate provisions
The overwhelming consensus among professionals that work with students with Mental Health conditions is that in most circumstances rest breaks are considered the most appropriate provision to manage symptoms that significantly impact on cognitive functioning.
Mental health conditions impact directly on mood, thinking and behaviour and, in an examination environment, may impact on a student’s ability to concentrate.
Rest breaks provide students with an opportunity to use taught techniques to manage their thoughts, emotions and feelings.
An application for the use of a separate room will only be considered where strongly supported by school-based evidence and/or an appropriate health professional.
This table outlines details of the possible Special Examination Arrangements available for a range of mental health conditions.
| Condition | Possible difficulties under test conditions | Possible arrangements |
|---|
Anxiety disorders | Concentration difficulties, anxiety preventing performance in group situations | Rest breaks, permission to leave examination room, small group setting, separate room |
Attention-deficit and disruptive behaviour disorders | Concentration and difficulty with impulse control | Rest breaks, permission to take medication, permission to leave examination room, small group setting, separate room |
Eating disorder (Anorexia nervosa, Bulimia nervosa) | Fatigue, concentration difficulties, need to accommodate eating plans | Rest breaks, permission to bring food or drink into examination room, permission to leave examination room, small group setting, separate room |
Depression | Concentration difficulties, difficulties remembering and making decisions, fatigue and tiredness | Rest breaks |
Bipolar disorder | Fatigue, restlessness, irritability, disorganised behaviour, difficulty with memory and concentration | Rest breaks, permission to leave examination room, small group setting, separate room |
Schizophrenia | Memory loss, mental confusion, slowness in activity, fatigue | Rest breaks, small group setting, separate room |
Obsessive Compulsive Disorder | Recurrent unwanted thoughts and/or repetitive behaviours | Rest breaks, permission to leave examination room, small group setting, separate room |
Requests for extra working time
Requests for extra working time on the basis of a mental health condition must be accompanied by compelling evidence that demonstrates significant impact on a student’s executive functioning and a decline in academic performance. The evidence may include:
- school-based evidence that demonstrates a decline in the student’s performance as a result of the condition. This may include the student’s work before and after the onset of the mental health condition
- school observations and history of other provisions (namely rest breaks) being trialled unsuccessfully.
- the results of any psychological testing previously administered, such as Conners 3, Behaviour Rating Inventory of Executive Function (BRIEF – prior to 2018 or BRIEF2) or NEPSY II: A Developmental Neuropsychological Assessment, second edition
- a health professional statement outlining the symptoms and why extra writing time is required
Schools are encouraged to contact VCAA Special Provision to discuss specific student cases before applying for extra working time.
Appropriate provisions
This table outlines details of the possible Special Examination Arrangements available for a range of health impairments or physical disabilities.
| Condition | Possible difficulties under test conditions | Possible arrangements |
|---|
Autism spectrum disorder If difficulties relate to learning, reading, writing, mathematics or problem solving, refer to appropriate provisions for Specific Learning Disorder. If they relate to the acquisition of and use of language refer to appropriate provisions for Language Disorder. | Concentration difficulties | Rest breaks, small group setting, separate room, permission to leave examination room |
Back injury/chronic pain | Pain and/or discomfort due to injury, problems with prolonged sitting | Rest breaks, permission to take medication, permission to stand and stretch (schools can provide a standing desk), permission to leave examination room |
Crohn’s disease | Pain and/or discomfort | Rest breaks, permission to leave room |
Chronic fatigue syndrome (for example, post-viral fatigue syndrome), myalgic encephalomyelitis | Tiredness/inability to concentrate due to illness | Rest breaks, permission to take medication, permission to bring food and drink into examination room. |
Diabetes | Need to check blood sugar levels | Permission to take food and/or drink into the examination, permission to take medication, permission to leave examination room, rest breaks |
Epilepsy | May suffer from epileptic seizure during examinations | Permission to take medication, separate room |
Hand/wrist/arm/shoulder injury | Difficulty writing due to pain or discomfort in the hand and/or arm, excessive fatigue in the hand | Rest breaks, extra working time, a computer or a scribe |
Acquired brain injuries | Mental processing difficulty or slowness | Rest breaks, permission to take medication |
Pregnancy or early infant care | In hospital for birth, breastfeeding | Rest breaks, feeding breaks, separate room, hospital supervision |
Muscular dystrophy, cerebral palsy, etc | Muscle weakness, restrictive use of limbs, communication difficulties | Permission to stand and/or stretch, permission to take medication, separate room, extra working time, computer, assistive technology, use of a scribe/aide, alternative format examination paper |
An application for the use of a separate room will only be considered where strongly supported by school-based evidence and/or an appropriate health professional.
Definition
The VCAA has adopted the following operational definition of a Specific Learning Disorder for the purpose of assessing Special Examination Arrangements applications:
Specific Learning Disorder is a neurodevelopmental disorder with a biological origin. Students with this disorder possess specific cognitive processing deficits that cause difficulties with learning and using academic skills and manifest in persistent problems with one or more of the following:
- inaccurate or slow and effortful word reading
- understanding the meaning of what is read
- spelling
- written expression
- mastering number sense, number facts or calculations
- mathematical reasoning.
The affected academic skills are substantially and quantifiably below those expected for the student’s grade and/or cause significant interference with academic performance. The learning difficulties are not better accounted for by intellectual disabilities, hearing or vision disorders, motor impairment, mental health disorders or external factors such as environmental disadvantage, chronic absenteeism or lack of appropriate educational experience.
The diagnosis of a learning disorder must be based on the integration of comprehensive clinical evidence from a range of sources including a student’s history (developmental, medical, family and educational) and appropriate diagnostic assessment results.
Schools are encouraged to contact VCAA Special Provision to discuss individual applications.
Appropriate provisions
This table provides a guide to appropriate provisions available to students with specific learning disorders, based on functional impact.
| Impairment in Reading (includes Dyslexia) | Impairment in Written Expression | Impairment in Mathematics (includes Dyscalculia) |
|---|
- Extra working time
- Reader
- Use of assistive technology (e.g. text to voice software, electronic readers)
| - Extra working time
- Use of a computer
- Permission to use a Scribe
- Use of assistive technology (e.g. voice to text software)
| |
Definition
The VCAA has adopted the following operational definition of a language disorder for the purpose of assessing Special Examination Arrangements applications:
Language Disorder is a neurodevelopmental disorder impacting on a student’s acquisition and use of language across a range of modalities (that is spoken, written, sign language). Difficulties are evident in one or more of the following:
- Reduced vocabulary – the student struggles with understanding and expression of words.
- Limited sentence structure – the student struggles to formulate sentence that are both structurally sound and convey meaning.
- Impairments in discourse – the student struggles with providing adequate information, sequencing it appropriately and conveying intended meaning in connected speech.
The onset of difficulties is evident in a student’s early language development. It is necessary that these difficulties cannot be better attributed to hearing or another sensory impairment, motor dysfunction and another medical or neurological condition. Likewise, it is important to consider that the language difficulties are not better explained by intellectual disability or global developmental delay.
The difficulties identified are substantially and quantifiably below those for the student’s grade level and cause significant interference with academic performance.
The diagnosis of a Language Disorder needs to have a solid basis in comprehensive clinical evidence from a range of sources including a student’s history (developmental, medical, familial and educational) in addition to appropriate diagnostic assessment results.
Schools are encouraged to contact VCAA Special Provision to discuss individual cases, if necessary.
Appropriate provisions
This table provides a guide to appropriate provisions available to students with a language disorder.
| Language Disorder (possible provisions based on functional impact on the student) |
|---|
- Extra working time
- Reader
- Clarifier
- Use of assistive technology (such as text to voice software, electronic reader)
|
Definition
The VCAA has adopted the following operational definition of a Developmental Coordination Disorder for the purpose of assessing Special Examination Arrangements applications:
Students with a Developmental Coordination Disorder possess specific motor skill deficits which can cause significant difficulties with slowness and/or inaccuracy of handwriting.
The diagnosis of a Developmental Coordination Disorder must be supported by evidence from a range of sources including a student’s history, school observations and appropriate diagnostic assessment results from a qualified individual.
The motor skills deficits are not better explained by intellectual disability, visual impairment or are attributable to a physical disability or neurological condition affecting movement (e.g., cerebral palsy, muscular dystrophy, degenerative disorder – these conditions should be applied for under the Physical Disability category).
Other disorders considered under this category include Stereotypic movement disorders and Tic disorders including Tourette disorder.
Appropriate provisions
This table provides a guide to appropriate provisions available to students with motor disorder
| Developmental Coordination Disorder | Stereotypic movement disorder | Tic disorders |
|---|
- Rest breaks
- Extra working time
- Use of a computer
- Permission to use a Scribe
- Use of assistive technology, such as voice-to-text software
| - Separate room
- Rest breaks
- Permission to use a scribe
- Use of assistive technology
| |
Appropriate provisions
This table provides a guide to appropriate provisions available to deaf and hard of hearing students
| Deaf and hard of hearing (possible provisions based on functional impact on the student) |
|---|
- Extra working time
- Use of a clarifier
- Assistive hearing technology
|
Students who are deaf or hard of hearing may be eligible for a clarifier to assist with their external assessments. A request for a clarifier for a student who is deaf or hard of hearing will be approved if the student:
- regularly uses a clarifier; and/or
- is enrolled with the Visiting Teacher Service or a deaf and hard of hearing facility or school.
It is the school’s responsibility to plan appropriate seating arrangements in an external assessment so a student who is deaf or hard of hearing can clearly see the chief supervisor and follow any communications and messages during an external assessment.
If specific technological devices, such as Microlink assistive technology, are required, these should be requested in the application.
Appropriate provisions
This table provides a guide to appropriate provisions available to students with a vision impairment.
| Vision impairment (possible provisions based on functional impact on the student) |
|---|
- Alternative format examination
- Extra working time
- Rest breaks
- Use of a computer
- Permission to use a Scribe
- Permission to use a Reader
- Use of assistive technology
|
Evidence requirements for applications for Special Examination Arrangements
The VCAA requires the following evidence to support an application for Special Examination Arrangements:
- signed ‘Student consent’* form
- detailed ‘School-based evidence’*, which comprehensively outlines:
- the student’s condition (disability, illness, long-term injury or ongoing personal circumstance), including medical and educational history outlining the functional impact on learning and assessments
- history of provisions approved and used by the student over the period of the condition
- evidence used to make decisions (for example, health professional or teacher observations).
- Any existing relevant academic and educational assessments and evidence used by the school to determine appropriate student provision(s)
*Available as downloads from the Victorian Assessment Software System (VASS)
Decisions on Special Examination Arrangements applications will be based on strength and completeness of evidence of existing modifications made by the school in School-based Assessments as outlined in the ‘School-based evidence’.
The VCAA may seek further information from the school to support the assessment of an application, if necessary.
Examples of evidence that could be provided to support an application for Special Examination Arrangements
Evidence from an appropriate health professional. Ideally, the SPO Health Professional Statement should contain the following details:
- clinical assessments, diagnosis (if available) and date of diagnosis
- consultation history, presenting symptoms, description of severity and expected duration
- treatment period and plan (if applicable and available)
- comments on how the illness or condition would impact on the student’s day-to-day functioning in the classroom and learning
- comments on the likely effect of the illness or condition on the student’s capacity to complete VCE external assessments.
Developmental Coordination Disorder
- Diagnostic assessments completed by a registered Allied Health Professional e.g., Psychologist, Occupational Therapist, Paediatrician, including:
- handwriting and/or handwriting speed assessments
- motor coordination assessments
Stereotypic movement disorder and Tic disorders
Evidence from an appropriate health professional. Ideally, the SPO Health Professional Statement should contain the following details:
- clinical assessments, diagnosis (if available) and date of diagnosis
- consultation history, presenting symptoms, description of severity and expected duration
- treatment period and plan (if available)
- comments on how the condition would impact on the student’s day-to-day functioning in the classroom and learning
- comments on the likely effect of the condition on the student’s capacity to complete VCE external assessments.
- Supporting evidence from an ophthalmologist, optometrist or from the Educational Vision Assessment Clinic (EVAC)
- Supporting information and recommendations from a specialist teacher from the Visiting Teacher Service
Evidence from a qualified practitioner indicating the type of hearing loss including:
- an unaided audiogram and report
- supporting information and recommendations from a specialist teacher from the Visiting Teacher Service or school for hearing-impaired students