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The manual explains eligibility, roles and responsibilities across national, provincial, district, and school levels, and sets out planning, administration, and monitoring processes. 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However, it does not encompass all potential accommodations, including those arising from technological advancements or other novel supports tailored to the unique learning needs of learners experiencing barriers to learning. Each application for accommodation must thus be reviewed individually, considering its merits, the learner’s relevant scholastic history, supporting documentation, and the specific support required. This approach shall ensure that a combination of or unique accommodations, which may not be detailed in this document, are considered and applied as best suited to meet the learner’s needs. Furthermore, in instances where a condition and/or accommodation is not mentioned, the matter should be taken to the District-Based Support Team for decision-making.  \n3  \nCONTENTS  \nABBREVIATIONS 6  \nGLOSSARY OF TERMS 7  \n1. LEGISLATIVE FRAMEWORK 14  \n2. INTRODUCTION 14  \n3. PURPOSE OF THE MANUAL 15  \n4. BACKGROUND 15  \n5. POLICY ON SCREENING, IDENTIFICATION, ASSESSMENT AND SUPPORT 16  \n6. SUPPORT STRUCTURES AND RESPONSIBILITIES 17  \n6.1 Department of Basic Education 17  \n6.2 Provincial Education Departments 18  \n6.3 Districts 19  \n7. MANAGEMENT OF ACCOMMODATIONS AND CONCESSIONS 20  \n7.1 Management at School Level 20  \n7.2 Management at the District Level 21  \n7.3 Management at the Provincial Level 21  \n7.4 Management at the National Level 22  \n8. ELIGIBILITY FOR ACCOMMODATIONS OR CONCESSIONS FOR  \nLEARNERS WHO EXPERIENCE BARRIERS TO LEARNING AND ASSESSMENT 22  \n8.1 Eligibility 22  \n8.2 Grades R-9 22  \n8.3 Grades 10-12 25  \n9. IMPLEMENTATION OF ACCOMMODATIONS AND CONCESSIONS 27  \n9.1 Background 27  \n9.2 Planning, administration and monitoring 27  \n9.3 Operational procedures for the implementation of accommodations and  \nconcessions 28  \n9.4 Quick Reference: The Sequence of Assessment Accommodation and  \nConcession Support Provision 30  \n10. TYPES OF ACCOMMODATIONS 30  \n10.1 Additional time 32  \n10.2 Reader 33  \n10.3 Scribe 35  \n4  \n10.4 Rest breaks 38  \n10.5 Prompter 38  \n10.6 Personal assistant 39  \n10.7 Adaptation of questions 40  \n10.8 Braille and large print material 40  \n10.9 Transcription of Braille 41  \n10.10 Enlarged Print 42  \n10.11 South African Sign Language Interpreter 42  \n10.12 Handwriting 45  \n10.13 Spelling 45  \n10.14 Exemption from oral activities and assessments 46  \n10.15 Oral examination 47  \n10.16 Assistive and medical devices and technologies 47  \n10.17 Medication and food 51  \n10.18 Specific equipment 51  \n10.19 Use of separate venues 52  \n11. TYPES OF CONCESSIONS 52  \n12. REVIEW AND APPEALS PROCESS 54  \n13. AD HOC SUPPORT/EMERGENCY ACCOMMODATIONS 54  \n14. APPLICATION PROCESS 55  \nREFERENCES 57  \nADDENDA 59  \nADDENDUM 1 (b): LEARNER DECLARATION 59  \nADDENDUM 2: ACCOMMODATION PROVIDER DECLARATION (READER/ SCRIBE/PROMPTER) 60  \nADDENDUM 3: CODE OF CONDUCT DECLARATION 61  \nADDENDUM M 4: ACCOMMODATION PROVIDER (SASL Interpreter) 62  \nADDENDUM 5: DECLARATION BY INVIGILATOR 63  \nADDENDUM 6: PSYCHOLOGIST/COUNSELLOR/THERAPIST/EDUCATOR AFFIRMATION FORM 64  \nADDENDUM 7: RESPONSE TO ACCOMMODATIONS APPLICATION 65  \n5  \nABBREVIATIONS  \nABBREVIATIONS  \n\n| AAC | Augmentative and Alternative Communication |\n| --- | --- |\n| ADHD | Attention-Deficit/Hyperactivity Disorder |\n| ASD | Autism Spectrum Disorder |\n| CD-ROM | Non-rewritable compact disc read-only memory |\n| DBAC | District-B","cbCaio8iVGi67nMf","https://ap.wps.com/l/cbCaio8iVGi67nMf","pdf",2186745,66,"English","# Abbreviations\n# Glossary of Terms\n# Legislative Framework\n# Introduction\n# Purpose of the Manual\n# Background\n# Policy on Screening, Identification, Assessment and Support\n# Support Structures and Responsibilities\n## Department of Basic Education\n## Provincial Education Departments\n## Districts\n# Management of Accommodations and Concessions\n## Management at School Level\n## Management at the District Level\n## Management at the Provincial Level\n## Management at the National Level\n# Eligibility for Accommodations or Concessions\n## Eligibility\n## Grades R-9\n## Grades 10-12\n# Implementation of Accommodations and Concessions\n## Background\n## Planning, administration and monitoring\n## Operational procedures for implementation\n## Quick Reference: The Sequence of Assessment Accommodation and Concession Support Provision\n# Types of Accommodations\n## Additional time\n## Reader\n## Scribe\n## Rest breaks\n## Prompter\n## Personal assistant\n## Adaptation of questions\n## Braille and large print material\n## Transcription of Braille\n## Enlarged Print\n## South African Sign Language Interpreter\n## Handwriting\n## Spelling\n## Exemption from oral activities and assessments\n## Oral examination\n## Assistive and medical devices and technologies\n## Medication and food\n## Specific equipment\n## Use of separate venues\n# Types of Concessions\n# Review and Appeals Process\n# Ad Hoc Support/Emergency Accommodations\n# Application Process\n# References\n# Addenda","[{\"question\":\"What is the purpose of accommodations and concessions in this manual?\",\"answer\":\"The manual provides adjustments to testing and examination environments and formats so learners with disabilities or barriers can participate fairly. Accommodations aim to assess knowledge and skills without altering the assessment’s content or cognitive demands.\"},{\"question\":\"How are accommodations reviewed when a condition or accommodation is not listed?\",\"answer\":\"If a condition and/or accommodation is not mentioned, the matter should be taken to the District-Based Support Team for decision-making. Each application must be reviewed individually based on the learner’s history, documentation, and the specific support required.\"},{\"question\":\"Who is responsible for managing accommodations and concessions at different levels?\",\"answer\":\"Responsibilities are described across the Department of Basic Education, provincial education departments, districts, and schools. The manual outlines management at school, district, provincial, and national levels, including planning, administration, and monitoring.\"}]","PROCEDURAL MANUAL FOR THE ASSESSMENT AND EXAMINATION OF LEARNERS WHO EXPERIENCE BARRIERS TO ASSESSMENT - ACCOMMODATIONS & CONCESSIONS | PDF",1791062983,166]