Reasonable adjustments involving documents
- Coloured overlays.
- Exam papers on coloured paper, for example pale yellow, cream, salmon pink or grey.
- Exam papers in larger or non-serif font.
- Single side papers.
- Larger size papers or exam sheets.
- Instructions in written form.
- Reasonable adjustments through allowances
- Extra time in written or oral exams.
- Additional reading time to view exam paper.
- Breaks permitted in exams for example for rest or toilet breaks.
- Permitted to use eat, drink or use insulin, medication, eye drops or inhaler.
- Extensions to individual assessment deadlines.
- No penalty for poor spelling, grammar, punctuation, syntax or structure where the meaning is clear.
Reasonable adjustments through equipment
- Computers for exams or in-course assessments.
- A3 optical mark reader for MCQs or slides (the marks then transposed onto A4 sheets for marking).
- Special lighting.
- Desk with extra space.
- Writing slope.
- Supportive furniture or cushion or lumbar support.
Reasonable adjustments relating to locations
- Private rooms or separate supervision, for example so questions can be read aloud.
- A smaller, separate venue.
- Seat near the door to allow student to have toilet breaks.
- Seat at the front or the back of the examination room.
Other reasonable adjustments to written exams
- A scribe.
- A reader.
- Scrap paper available.
- Student circles answer on question paper and after the exam has finished sits with a member of staff who completes the optical mark sheet with them.
- Gap of at least two hours between exams.
- Scheduling so that student did not take two exams in one day.
- Visual prompts given to signal the start and end of exams.
- Oral instructions given individually.
Reasonable adjustments for practical assessments such as OSCEs
- Ear defenders.
- Sphygmomanometer with a red flipper valve for a blood pressure station.
- Amplified stethoscope.
- Student permitted to summarise verbally at the end of each station.
- Student permitted to use an agreed alternative word or expression.
- Student permitted to write down a word if unable to verbalise it.
- Extra question reading time.
- Paper copies of the instructions for each station.
- Extra time at station assessments that do not directly replicate clinical practice.
- Student individually timed at each station once they had entered that station.
- Physical stations in OSCE to be followed by a rest station or placed at the end of the exam.
- Where OSCEs are being held at more than one location, efforts made to place candidates at the site which is easiest to navigate.
- Allocation to a specific morning or afternoon slot.
- Face to face interaction ensured with student positioned suitably for all sessions.
- A reader.
- A 'competent other' provided in the station who could be instructed by the student in conducting the resuscitation task.
- Additional practice sessions and support given prior to the OSCE.
- Timing of OSCE exams to earlier rather than later in the day.
- Individual circuit for OSCE assessments.
- OSCE stations made more accessible, for example a resuscitation manikin placed on a couch.
- Examiners briefed about individual doctor in training requirements.
- A signer entering the assessment cubicle with the student to place a microphone on the mannequin while the student reads the instructions.
Other reasonable adjustments to assessments and examinations
- Appropriate timing during the day.
- Flexibility in ways of enabling students to answer, such as: an oral rather than written assessment; a written exam, extended essay, or Powerpoint presentation rather than a verbal presentation.
- Partial retakes and deferred exams for those with illness.
- Extension of the registration and completion period for royal college examinations.