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It identifies barriers such as limited teacher knowledge, compatibility issues with assistive technologies, communication support access, and ambiguous inferencing requirements. Evidence-based actions include raising awareness, improving guidance from exam boards, supporting access arrangements, and refining phrasing, diagrams, and review expertise.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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their knowledge. This means putting accessibility front and centre – embedding it in our questions and papers during assessment design.  \nOur research, which has been guided by a recent Ofqual  consultation,1 has focused initially on four groups of learners: those with visual impairment, those with hearing impairment, those with specific learning difficulties, and those on the autism spectrum.  \nLearners with  \nvisual impairment  \nThese students are the highest attaining of all groups with special educational needs according to a 2021 DfE review.2 However, research indicates that they still experience a negative impact on academic achievement.  \nChallenges to address  \n• Lack of teacher knowledge about the range of access arrangements available.  \n• Non-standard exam papers may not be compatible with assistive technologies (eg magnification equipment) .  \n• Difficulty in finding modified past papers for student exam preparation.  \nBuilding on evidence  \n• Raise teacher awareness about access arrangements through the provision of clear guidance from exam boards and the regulator.  \n• Ensure appropriate support to meet the needs of students with colour vision deficiency.  \n[1](1 gov.uk/government/consultations/consultation-on-designing)[ gov](1 gov.uk/government/consultations/consultation-on-designing)[.](1 gov.uk/government/consultations/consultation-on-designing)[uk/government/consultations/consultation](1 gov.uk/government/consultations/consultation-on-designing)[-on-](1 gov.uk/government/consultations/consultation-on-designing)[designing](1 gov.uk/government/consultations/consultation-on-designing)  \nand-developing-accessible-assessments [2](2 gov.uk/government/statistics/special-educational-needs-in)[ gov](2 gov.uk/government/statistics/special-educational-needs-in)[.](2 gov.uk/government/statistics/special-educational-needs-in)[uk/government/statistics/special](2 gov.uk/government/statistics/special-educational-needs-in)[-](2 gov.uk/government/statistics/special-educational-needs-in)[educational](2 gov.uk/government/statistics/special-educational-needs-in)[-](2 gov.uk/government/statistics/special-educational-needs-in)[needs](2 gov.uk/government/statistics/special-educational-needs-in)[-](2 gov.uk/government/statistics/special-educational-needs-in)[in](2 gov.uk/government/statistics/special-educational-needs-in)  \nengland-january-2021  \n3 British Association of Teachers of the Deaf  \n[4](4 doi.org/10.1002/pits.22326)[ doi.org/10.1002/pits.22326](4 doi.org/10.1002/pits.22326)  \nLearners with  \nhearing impairment  \nFurther research is needed to explore why students within this group often underperform at GCSE.  \nChallenges to address  \n• Difficulty in accessing proficient communication professionals (signlanguage interpreters) in some regions.  \n• Many students have additional learning requirements.  \n• Recognising that students with hearing impairment may also suffer from  \nconcentration or listening fatigue.  \nBuilding on evidence  \n• Continue to seek guidance from specialist organisations (eg BATOD3) to improve accessibility of exams.  \n• Integrate access considerations into planning for on-screen assessment, eg potential to embed BSL video  \nclips.4  \nLearners with specific learning difficulties  \nDyslexia and other specific learning difficulties (SpLD) can be hard to definitively identify, and students’requirements can vary extensively.  \nChallenges to address  \n• Students often report a failure to connect various aspects of their condition when organising access arrangements, both in the classroom and in exams.  \n• Some classroom environments may be detrimental, distressing or distracting to students with SpLD, autism or other learning difficulties.  \nBuilding on evidence  \n• Avoid a ‘one size fits all’approach.  \n• Include students in mainstream exams, where appropriate.  \n• Incorporate students’","cbCaifOubrBZRHHR","https://ap.wps.com/l/cbCaifOubrBZRHHR","pdf",326519,"English","# Accessible assessment principles\n## Learner groups and key barriers\n## Visual impairment\n## Hearing impairment\n## Specific learning difficulties\n## Autism spectrum\n## Evidence-based actions\n## Next steps","[{\"question\":\"How does the document define accessible assessment design?\",\"answer\":\"It defines accessibility as being embedded in questions and papers during assessment design so every student has a fair and equal opportunity to demonstrate knowledge.\"},{\"question\":\"What are the key challenges for learners with visual impairment?\",\"answer\":\"The document highlights lack of teacher knowledge on access arrangements, compatibility problems with non-standard exam papers for assistive technologies, and difficulty finding modified past papers for preparation.\"},{\"question\":\"What changes are recommended to improve accessibility for learners on the autism spectrum?\",\"answer\":\"Recommendations include checking question phrasing, diagrams and pictures for ambiguity, removing inference where it is not specifically tested, conducting analysis to alter questions without reducing difficulty, and ensuring exam boards have sufficient autism expertise when reviewing papers.\"}]","Making assessment accessible for all - embedding accessibility in questions and papers | PDF",1792464722]