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Equality Act 2010

Equality Act 2010. SQA required to make reasonable adjustments for disabled candidates an assessment arrangement might be the ‘reasonable adjustment’ required but there may be other adjustments that need to be made

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Equality Act 2010

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  1. Equality Act 2010

  2. SQA required to make reasonable adjustments for disabled candidates • an assessment arrangement might be the ‘reasonable adjustment’ required but there may be other adjustments that need to be made • An adjustment might not be reasonableif it undermines theintegrity of andpublic confidence in the qualification

  3. SQA has specified and published some adjustments to National Qualifications which it has decided are not reasonable ones to make • SQA has published thesewww.sqa.org.uk/equalityact

  4. In relation to National Courses at National 5 to Advanced Higher • exemption of an assessment component which comprises 30% or more of the total Course assessment • the explanation of words or questions to candidates in a SQA-set question paper In relation to National Units and Courses in Modern Languages and Gaelic (Learners) at all levels • human scribes or speech-recognition software where the ability to write with technical accuracy in the target language is being explicitly assessed

  5. In relation to National Units and Courses in Gàidhlig, Gaelic (Learners) and Modern Languages at all levels • using British Sign Language (BSL) to demonstrate reading, writing, talking or listening abilities in the particular language being assessed In relation to National Core Skills Communication Units and to National Certificate Communication Units • exemption from demonstrating abilities in reading, writing, listening or speaking

  6. In relation to the National Literacy Unitsat all levels: • exemption from demonstrating any of the four assessed skills of reading, writing, listening or talking • using human readers and scribes where reading and writing abilities are being explicitly assessed

  7. More independence and autonomy for learners • Greater personalisation and choice • Flexible arrangements • No ‘exam pressure’ • Internally assessed by skilled staff • Reflect arrangements in which can be put in place in FE/University/workplaces • Being honest in certificating skills of reading, writing, listening and talking

  8. Developing supplementary assessment guidance for the National Literacy Unit • range of possible supportive assessment practices which may be used to meet candidates’ with additional support needs, for example, those with significant difficulties in reading and writing Providing more targeted and detailed guidance • range of supportive adjustments and assessment arrangements, which can be used by candidates to allow them to generate sufficient evidence to achieve the Literacy Unit eg the use of dictionaries and appropriate ICT (including the use of electronic spell checkers, word processors with spell check facilities, screen readers, voice recognition software and the use of other assistive technologies)

  9. Any Questions?

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