Show all chapters in this guidance
Reasonable adjustments involving documents
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).
Desk with extra space.
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
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
Sphygmomanometer with a red flipper valve for a blood pressure station.
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 '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.