Application for Special Arrangements

There are three different types of special assessment arrangements:

• Reasonable Adjustments
• Use of language adjustments
• Special Consideration Adjustments

What are the procedures and regulations regarding the “Reasonable Adjustment” arrangements for assessments?

• Special adjustments may be arranged for learners who have additional support needs or disabilities. Learners who may be eligible for reasonable adjustment arrangements must be identified at the earliest opportunity, preferably during enrolment or course induction. A special requirements application should be made in writing and submitted to the learning & development department at the earliest opportunity, but at least 2 weeks prior to the assessment.
• The learning & development department will then consider the application for approval and communicate its decision with regard to special arrangements. The arrangements must not undermine the standard, quality and integrity of the assessment.
• Following the assessment, the assessor must attach a statement to the assessment register, indicating the special arrangements made and the outcome of the assessment.
• All authorised reasonable adjustment arrangements and linked assessment outcomes are recorded.

What reasonable/special adjustments can be requested with regard to theory and logbook assessments?

• A person with dyslexia, reading or writing difficulties may be allowed the assistance of an amanuensis (assistance with reading/writing), may use a computer or laptop.
• A person with limited command of the English language may be allowed to use a bilingual dictionary and answer in his/her own language and the paper will be translated to facilitate marking. Consideration may also be given to the question paper being produced in a particular language.
• For learners with impaired vision, the assessment materials may be produced with larger print size or printed on coloured paper.

What reasonable/special adjustments can be requested with regard to Practical Assessments?

During practical assessments, one of the competencies learners are assessed on is the ability to use appropriate and safe spotting of gymnasts/trampolinists performing the full skill.

• In some cases, there might be a justifiable reason why a coach cannot support without putting themself or the gymnast at risk (e.g. injury, age, size of the gymnast, etc). In this case, a coach can request a reasonable adjustment in order to be allowed the assistance of a second suitably qualified spotter/assistant.
• In extreme cases, the learner coach may be allowed to direct an assistant who would be competent at handling at this level to support the gymnasts under his/her instruction. If the coach cannot fulfil the above criteria competently, the examiner must use their experience and discretion, but must err on the side of safety when making any decision regarding the assessment outcome for the candidate coach. However, the element of the gymnast’s safety must be the overriding factor. The ultimate responsibility to the safety of the gymnasts during assessments lies with the assessor.
• The conditions that will be considered for eligibility and application for special consideration include temporary illness, injury, indisposition or a circumstance which is beyond the candidate’s control but considered to be genuine and valid.

 

Costs when previously arranged with the learning & development department will normally be met by Scottish Gymnastics to ensure that the candidate is not disadvantaged. However, the candidate may be asked to contribute to the costs where this is deemed to be appropriate.

Adjustments taken must be reasonable, practicable and fair to all learners, to uphold the standard, equality and integrity of the qualification.