Students and Families | Special Provisions in Curriculum and Assessment

Special provisions in curriculum and assessment

Special provisions in curriculum and assessment

Students can apply for special provisions if they have an illness or impairment that affects their ability to participate in and/or comply with the conditions or requirements ofan assessment task. This could be a physical disability, vision or hearing impairment, a medical condition, a psychological impairment, a learning disability, or an unforeseen incident beyond their control, such as a family death, accident, or an interruption during an examination, that prevents them from finishing an assessment task or examination.

Schools are responsible for identifying and implementing reasonable adjustments that can be managed within the school context. For example, decisions about adjustments to school set assessment deadlines, adjustments to the number or format of tasks in a school assessment type or the granting of extra time, rest breaks or word processors in tests and examinations can be determined and managed by schools.

The evidence to establish the grounds for special provisions will vary between students, but will always include information from the student, the school, and sometimes from professionals, or community members.

Applications for special provisions must be forwarded to the SACE Board through the school.

Students should speak to the SACE Coordinator at their school for advice on applying for special provisions.