Are you considering applying to the IEB for accommodations or concessions for your child?
Physical disabilities and Learning difficulties such as Dyslexia, ADHD, Dyscalculia, etc can act as a giant hurdle to your child achieving to their full potential. If your child has a physical disability or learning difficulty chat to his teachers about the possibility of applying for a concession or accommodation for his exams. Different accommodations might be granted dependent on your child’s specific needs. For instance, a severely Dyslexic learner might apply for a reader or a scribe (or both) so that they basically complete their exams orally or learners who take very long to complete projects and tests might apply for extra time during the exams.
The IEB requires a full assessment by a psychologist (using very specific tests) in application for an accommodation or concession. Applying for a concession or accommodation can be rather complicated and it is best to use the services of a psychologist who has experience with the application process. Below is a short synopsis of exactly what the accommodation or concession application entails:
IEB Accommodations and Concessions (Refer to: IEB Policy and Procedures 2011)
Background information
Examination accommodations are granted to enable candidates with specific barriers to learning to demonstrate their true ability in the examinations. These are learners with at least average intellectual ability. Barriers to learning are significant long term disabilities which compromise examination performance.
Barriers to learning for which an accommodation cannot be granted
- Low cognitive functioning where the learner’s cognitive functioning falls below the average range of intellectual ability and reveals and even cognitive functioning.
- Difficulty with language medium where the learner has difficulty with the language medium because the language of assessment is not the home language of the learner.
Accommodations which may be granted
- Additional time
- Amanuensis (An amanuensis is a person who reads and scribes for a learner)
- Braille
- Computer
- Enlarged Print
- Handwriting
- Medication/food intake
- Practical assistant
- Prompter
- Reader
- Rest breaks
- Scribe
- Separate venue
- Specific equipment
- Spelling
Procedure for applications
- A full psycho-educational assessment
- Medical report (if applicable)
- Supporting historical evidence (occupational therapy, speech therapy or remedial therapy reports)
- Teacher comments
- School report and school samples
The final decision as to whether an accommodation will be granted lies with the IEB and its accommodation panel not with the psychologist who conducted the assessment or with the school.
8 Responses
My son was diagnosed with all three types of dyslexia when he was 11 years old and still struggled to read amidst daily reading and phonetical practice. He Was later granted some time concession in high school but stop using it in Gr 10. He passes well on average but now that he is Gr 12 a spelling concession may help him reach his full potential. What advise is given from the IEB.
Hi Lerina,
I cannot speak on the IEB’s behalf as I am an Educational Psychologist in private practice. However, I am surprised that with a Dyslexia diagnosis, he hasn’t been granted a Reader / Scribe / E-reader concession? Have you checked with the school on these points? It may make a big difference for him during tests and exams.
My son is 10 years old in Grade 4. He was diagnosed with ADHD in Jan 2020. In grade 4 he passed but below the class average. In Grade 4 he is having problems with all the new subjects and all the extra work that one teacher recommended I apply for a concession for him.
He can spell words to you verbally but battles to write them down, he takes so long to write and reading he also takes long with. I am trying push him where i can but i am battling.
I am needing advice please i am so lost
Hi Natalie,
In order for your son to apply for concessions he would need to be assessed. The reason for this is that the Department of Education want to see evidence (motivation) for why he needs the concessions. Then the assessment report needs to be submitted to the Department of Education by the school along with some other documents in order to make up a portfolio of evidence. Once they have this a Panel of experts will convene to discuss each application and to the approve / reject it.
Often though the concessions only affect the academic “symptoms” and they can only play a role a handful of times a year during exams. In order to fully support him he would need help in managing his ADHD. Have you been able to address this?
Hi, why do schools only give accommodations during exams and not class tests?
Hi Mairin,
This is mostly due to the fact that it may be difficult to implement practically. With exams, teachers can arrange beforehadn for a child to have a Reader / Separate Venue / Extra time available – however, for short, regular class tests the teacher may be bound by the amount of time they have available for the period, no reader may be available and similarly there may not be a separate venue for the child to sit at.
Dear Anel
I hope you are well .I’m stuck I am at a private school and we are following CAPS curriculum. I am frustrated because I’m sitting with 3 learners who went last year to an Educational Psychologist and their evaluation report stated that they must get a scribe and reader. I forwarded all the documents that need to be submitted with all the supportive evidence to the Principal but they didn’t apply. In March I got another parent to send her son for evaluation. He also need a scribe and I know the scribe and reader must be certified. The asked a student to help this learner, but the other 3 had to write with the other learners. I don’t know what to, cause every child deserve a fair chance. Please advice because the principal said she doesn’t about the special exams for the other three learners. It kills me to see how those kids must suffer. Please advice.
Hi Naomi,
Oh no – how frustrating. I would suggest that you ask the parents of these learners to join you in all contacting the Education Department representative in your area and bringing it to their attention. Perhaps the principal is simply not familiar with the process, but it is vital that these learners do get left behind. Perhaps they are able to also give offer the principal some training in this regard?