Exam Access Arrangements and Dyslexia

Your grades should reflect your intelligence and hard work, not the speed at which you can decode a sentence or grip a pen. This is where Exam Access Arrangements (EAA) come in.

In this comprehensive guide, we’ll explore how you can level the playing field, the types of support available, and the exact steps you need to take to ensure your true potential shines through on results day.

What are Exam Access Arrangements (EAA)?

Exam Access Arrangements are “reasonable adjustments” approved by exam boards to ensure that students with Special Learning Difficulties (SpLD), such as dyslexia, are not unfairly disadvantaged.

It is a common misconception that these arrangements give students an “unfair head start” or make the exam “easier.” In reality, the Joint Council for Qualifications (JCQ) has strict guidelines to ensure these adjustments simply remove the barriers created by a disability. The integrity of the exam remains intact; the only thing that changes is your ability to access it.

If your dyslexia has a substantial and long-term adverse effect on your ability to perform in timed assessments, you are likely eligible for support.

Types of Support: Finding the Right Fit for Your Dyslexia

Dyslexia is a spectrum. Some students struggle primarily with phonological processing (reading), while others struggle with dysgraphia (writing) or slow processing speeds. Because of this, eligibility is based on your individual needs and your normal way of working in school.

Below is a breakdown of the most common arrangements available for dyslexic students:

The Golden Rule: “Normal Way of Working”

One of the most important factors the JCQ considers is whether the requested arrangement is your “normal way of working.” You cannot simply turn up to a GCSE Biology exam and ask for a laptop if you have been handwriting your notes in class all year. To qualify, the school must prove that the support you are asking for in the exam is the same support you use in your daily lessons and internal mock exams.

Pro Tip: If you think you need a laptop for your exams, start using one in your English and History lessons today. The more evidence of this being your “normal way” of working, the stronger your application will be.

How to Apply: A Step-by-Step Roadmap

The process for securing Access Arrangements is managed entirely by your school or college. You cannot apply to the JCQ directly. Here is the path to success:

1. The Critical First Step: The SENCO Meeting

Your first port of call is the Special Educational Needs Coordinator (SENCO). Do not wait for them to come to you. Schedule a meeting and come prepared to advocate for yourself.

• Be Specific: Instead of saying “I find exams hard,” say “I understand the history topics, but I only finished three out of five questions in my last mock because it took me so long to read the sources.”
• Highlight Physical Symptoms: If your hand aches, if you get headaches from staring at white paper, or if you find yourself reading the same paragraph four times—tell them.

2. Gathering Evidence and Specialist Assessment

Once the SENCO agrees there is a need, the school will begin building a “file of evidence.” This includes:

• Teacher Observations: Comments from your subject teachers confirming that you struggle to finish work in the allotted time.
• Standardized Testing: The school will arrange for a Specialist Assessor (a Level 7 qualified teacher or an Educational Psychologist) to perform formal tests.
• The Threshold: To qualify for 25% extra time, tests usually need to show that your processing speed or reading speed is “below average” (usually a standardized score of 84 or less).

3. The Official Application (Form 8)

Once the testing is complete, the SENCO completes JCQ Form 8. This is the official document that links your test scores with your classroom performance. This is then submitted to the JCQ portal for approval.

Common Pitfalls and How to Avoid Them

The “Private Assessment” Trap

Many parents pay for a private Educational Psychologist’s report. While these are excellent for understanding how a student learns, the JCQ is very strict: a private report alone cannot be used to grant access arrangements. The school’s specialist assessor must be involved, and the school must lead the process. Always consult your SENCO before spending money on private testing.

Waiting Too Late

The deadline for applications is usually in March of the exam year, but the evidence-gathering must happen much earlier. Ideally, assessments should take place in Year 9 or early Year 10. This ensures the arrangements are in place for your mocks, fulfilling the “normal way of working” requirement.

The “Stigma” Myth

Some students feel embarrassed about using extra time or a reading pen. It is vital to remember that these tools do not give you the answers; they simply give you the access that non-dyslexic students already have. Using a laptop in an exam is no different than a student with poor eyesight wearing glasses.

A Note for Parents: How to Support Your Child

If you are a parent of a dyslexic student, your role is that of an “organized advocate.”

• Keep a Paper Trail: Keep copies of any school reports or mock exam papers where your child didn’t finish the questions.
• Check the “Normal Way of Working”: Ask your child if they are actually being given their extra time in small end-of-unit tests. If they aren’t, the “normal way of working” evidence isn’t being built.
• Stay in Touch: Email the SENCO once a term to check on the status of the Form 8 application.

Conclusion: Your Potential, Unlocked

Dyslexia is often described as a “hidden disability,” but it shouldn’t result in hidden talent. Exam Access Arrangements are there to ensure that your GCSE and A-Level certificates reflect your brain’s capability, not your reading speed.

By acting early, working closely with your SENCO, and embracing the tools available—whether it’s a 25% time boost or a digital reading pen—you can walk into that exam hall with confidence.

Don’t let the clock be the reason you don’t succeed. Start the conversation with your school today.

Summary Table: Action Plan for Students