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Adjustments to Assessment for Students with Disability

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Schools need to ensure that students with disability can access and participate in education on the same basis as other students, as required under the Disability Standards for Education 2005.

Some students with disability will require adjustments to assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity. These may be:

  • adjustments to the assessment process, for example scaffolded instructions, additional guidance provided, highlighted key-words or phrases, the use of specific technology, extra time in an examination
  • adjustments to assessment activities, for example rephrasing questions, using simplified language, fewer questions or alternative formats for questions
  • alternative formats for responses, for example written point form instead of essays, scaffolded structured responses, short objective questions or multimedia presentations.

It is a requirement under the Disability Standards for Education 2005 for schools to ensure that assessment tasks are accessible to students with disability. Schools are responsible for any decisions made at school level to offer adjustments to course work, assessment activities and tasks, including in-schools tests. Decisions regarding adjustments should be made in the context of collaborative curriculum planning.

Support materials are available with:

Also in assessment:

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