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Electronic reading devices
Electronic reading pens are available for pupils that enable them to have text on a page or in an exam paper read aloud. These pens use OCR technology (Optical Character Recognition). Some of these devices, such as the pen in the video below, do not need application for an access arrangement.
The current JCQ regs 2015-16 state that a permitted examination reading pen will not have an in-built dictionary or thesaurus, or a data storage facility. Reading pens may be of benefit for those candidates who do not qualify for a reader.
The short video below shows an example of one of these types of pen.[/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_video_embed no_container=”false” type=”16:9″][/x_video_embed][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_accordion][x_accordion_item title=”Video transcript” open=”true”]The pen has a camera and is held and moved along the paper. There is a headphone socket, in order to not disturb other pupils. The pen settings can be changed quickly, reading settings are slow, medium and fast and there is also a volume setting. You can choose the adding mode where you replace the text or append it, if you append it, it will add the next line of the text to the previous. There is also the option to change left and right handed settings and the brightness.[/x_accordion_item][/x_accordion][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_blockquote cite=”(JCQ regs 2015-16)” type=”left”]An examination reading pen may be used in papers (or sections of papers) testing reading. [/x_blockquote][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][cs_text]
Scenarios
Have a look at the following scenarios to gain an idea of the kinds of needs that are approved for arrangements and adjustments.[/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_accordion][x_accordion_item title=”Reasonable Adjustment” open=”false”]An exam pupil who has dyslexia uses a coloured overlay regularly in their reading for all subjects. The pupil also uses Word Processor for producing written work.
The pupil had an assessment within the last 26 months prior to the exam which showed that they have difficulties with an impaired working memory. They scored below 80 on the standardised test which is the cut-off point.
Because the pupil regularly uses a coloured overlay this would be a reasonable adjustment for an application for 25% extra time.[/x_accordion_item][x_accordion_item title=”Access Arrangements” open=”false”]
Some types of disability may affect the candidate’s ability to demonstrate one or more of the assessment objectives.
If a pupil who had severe dyslexia could not read or write sufficiently but wanted to undertake GCSE English language, or GCSE Spanish, then they could not:
- Have an adjustment in the form of a reader in the reading section of the GCSE English Language and Spanish reading papers, however they could use computer reading software.
- They have to be able to dictate the spelling of the Spanish words in order to qualify for a scribe to write for them.
- It may be appropriate to enter the pupil for the exam if they can access independently with extra time of up to 50%, or with the use of a word processor with the spelling and grammar check disabled.
- A scribe would be allowed in the reading and writing sections of the GCSE English language paper. Where separate marks are awarded for spelling and punctuation these cannot be awarded.
Extra time of more than 25% is exceptional and there needs to be a strong justification for it. (JCQ regs 2015-16)[/x_accordion_item][x_accordion_item title=”Use of a Reader” open=”false”]A pupil who has dyslexia has a below average standardised score of 84 after having been assessed in sentence and text level comprehension. A reader would be allowed in examinations, except those exams that test reading.[/x_accordion_item][/x_accordion][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_gap size=”50px”][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][cs_text]
Assignment
Scenario: A pupil transfers in from another school to a class that you teach or support. All that is known is that they have a diagnosis of dyslexia, and some memory and organisational issues. The pupil’s writing and spelling is not sufficiently legible to be read accurately by someone else, and the pupil struggles to keep up with the rest of the class when writing by hand.
- Identify and list the strategies and adjustments you think would be appropriate to trial with them in the classroom.
- How would you record these strategies and adjustments to provide the SENCO with a clear normal way of working and evidence of the possible need for access arrangements? eg. photo evidence, record keeping, IEP, small steps planner.
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Resources
[/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_feature_list][x_feature_box title=”JCQ Regulations” title_color=”” text_color=”” graphic=”icon” graphic_size=”35px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”rgb(255, 89, 148)” align_h=”left” align_v=”top” side_graphic_spacing=”20px” max_width=”none” child=”true” connector_width=”1px” connector_style=”dashed” connector_color=”#272727″ link_text=”JCQ Regulations link.” href=”http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance/access-arrangements-and-reasonable-adjustments-2015-2016″ href_title=”” href_target=”” link_color=”” graphic_icon=”internet-explorer”] The 2015-16 JCQ regulation document.[/x_feature_box][x_feature_box title=”Equality Act 2010″ title_color=”” text_color=”” graphic=”icon” graphic_size=”35px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”rgb(255, 89, 148)” align_h=”left” align_v=”top” side_graphic_spacing=”20px” max_width=”none” child=”true” connector_width=”1px” connector_style=”dashed” connector_color=”#272727″ link_text=”Equality Act 2010″ href=”https://connecttodesign.co.uk/wp-content/uploads/2016/04/Equality-Act-2010.pdf” href_title=”” href_target=”” link_color=”” graphic_icon=”book”]The Full Equality Act 2010.[/x_feature_box][x_feature_box title=”PATOSS Update” title_color=”” text_color=”” graphic=”icon” graphic_size=”35px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”rgb(255, 89, 148)” align_h=”left” align_v=”top” side_graphic_spacing=”20px” max_width=”none” child=”true” connector_width=”1px” connector_style=”dashed” connector_color=”#272727″ link_text=”Patoss Guide 2016 Extra Time.” href=”https://connecttodesign.co.uk/wp-content/uploads/2016/04/Patoss-JCQ-update-guide-to-extra-time-2015-2016.pdf” href_title=”” href_target=”” link_color=”” graphic_icon=”book”]This Patoss Update 2016 on Extra Time relating to Dyslexia.
[/x_feature_box][x_feature_box title=”PATOSS Insert 4th Ed” title_color=”” text_color=”” graphic=”icon” graphic_size=”35px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”rgb(255, 89, 148)” align_h=”left” align_v=”top” side_graphic_spacing=”20px” max_width=”none” child=”true” connector_width=”1px” connector_style=”dashed” connector_color=”#272727″ link_text=”Patoss Insert Extra time” href=”https://connecttodesign.co.uk/wp-content/uploads/2016/04/Patoss-JCQ-update-insert-for-4th-Edition-2015-16.pdf” href_title=”” href_target=”” link_color=”” graphic_icon=”book”]This Patoss Update 2016 on Extra Time relating to Dyslexia.
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