Reasonable Adjustment & Special Consideration Policy
Becky Adlington Training (BAT) aims to ensure that assessment is fair for all candidates and as such follows the guidelines laid out in Swim England Qualifications (SEQ) and IQL Reasonable Adjustment and Special Considerations Policy.
BAT will endeavour to make sure that there are no unnecessary barriers to qualification assessment by ensuring that the requirements and methods used are flexible enough to enable the widest range of learner to access Swim England and IQL regulated qualifications, as well as fairly and reliably demonstrate their competence for attainment.
2. AIMS and PURPOSE
In line with SEQ and IQL guidelines this policy has been established to facilitate access to assessment and qualifications for learners who are eligible for adjustments in the range of assessments applied across SEQ and IQL regulated qualifications. Adjustments are set out in two categories:
Reasonable adjustment: This is implemented prior to the start of a qualification where a learner is deemed to be at a significant disadvantage to another learner due to disability. Any adjustment is not intended to give the learner an unfair advantage, but to provide all learners with access to a level playing field in which to demonstrate their skills, knowledge and understanding to the levels of attainment required by the specification of the qualification, without compromising the qualification assessment criteria or outcomes.
Special consideration: This may be given following an assessment to ensure that a learner with a temporary illness or indisposition at the time of assessment is given some recognition of the difficulty they have faced, which has affected the learner’s ability to take the assessment or demonstrate his or her attainment in an assessment. Any special consideration granted cannot take away the difficulty the learner has faced and can only be a relatively minor adjustment to ensure that the integrity of the standard is not compromised. There will be instances when a learner is either too unwell or distressed to cope with an assessment and this needs to be taken into consideration.
In establishing the appropriate support provision, BAT aims to ensure appropriate arrangements implemented as a result of reasonable adjustment or special consideration are applied accurately and effectively to allow learners to demonstrate their skills, knowledge and understanding to achieve assessment criteria and ultimately the qualification pursued.
Therefore, this policy aims to:
• Describe the practice for dealing with identification, justification and recording of data
• Identify individual roles and responsibilities
• Explain how to manage those reasonable adjustments or special consideration implemented in accordance with Equalities Law.
BAT will recruit with integrity onto and IQAL regulated qualifications, whilst ensuring learners are provided with accurate information and the correct advice for the qualification they have chosen to pursue. The recruitment process should include the assessment and identification of the learner’s potential to successfully achieve their chosen qualification. Such assessment must identify, where appropriate the support that will be made available to the learner to facilitate access to the assessment.
Where the recruitment process identifies that the learner may not be able to demonstrate attainment, thus gain achievement in parts of the assessment, this must be communicated to the learner clearly from the onset. A learner may still decide to proceed with pursuing a qualification and not be entered for all or part of the assessment.
The BAT tutor team will ensure learners are aware of:
• The range of options available, including any access arrangements that may be necessary to enable the demonstration of assessment criteria attainment
• Any restrictions on progression routes to the learner as a result of not achieving all or part of the qualification
• Train all relevant personnel to ensure that they are aware of access related issues, protocol and procedure
• Explain the learning programme requirements and assessment criteria clearly to the learner through the BAT induction process on day 1 of every course
• Establish early contact with the learner in order to identify any potential barriers/restrictions to qualification entry, delivery or assessment and determine if reasonable adjustment is required
• Use specialist advice in identifying a learner’s disabilities where required
• Ensure buildings, assessment sites and resources used for delivery and assessment are accessible to all learners, as far as practical
• Ensure appropriate equipment and personnel are available for selected adjustments to assessment, in accordance with this policy, such as electrical equipment or any assistive personnel (e.g. Reader, Scribe, Practical Assistant)
• Ensure adjustments made are justified, permitted and agreed with the SEQ and IQL and the level/type of assistance provided is appropriate
• Record and securely retain all adjustment requests and decisions made within each learner file
• Consider what reasonable adjustments future learners may need and make appropriate provision in advance.
3. REASONABLE ADJUSTMENTS
In accordance with Equalities Law, a reasonable adjustment must be available for learners in order to lessen or remove the effects of a ‘substantial (meaning more than minor or trivial) disadvantage’ during assessment. It is important to note that not all arrangements will be practical in particular situations as the learner may not need, nor be allowed the same adjustment for all assessments.
BAT will ensure that all possible practical steps are taken to apply reasonable adjustments and promote equality of access for learners who are placed at a ‘substantial disadvantage’ in comparison to other learners without a disability or difficulty. Where applied, these arrangements must not affect the reliability or validity of the assessment criteria and outcomes, nor must they give the learner an unfair assessment advantage over other learners undertaking the same or similar qualifications. By way of example, arrangements permissible are inclusive of, but limited to the following:
• Modifying assessment material, such as large font
• Providing appropriate assistance during assessment, such as a scribe, reader, practical assistant or interpreter
• Using assistive technology, mechanical and electronic aids, such as computer software which scans but does not encode or interpret assessment questions
• Alternative ways of presenting responses such as word processor/laptop
• Allowing for extra time for completion of assessed work
4. ELIGIBILITY and APPLICATION of REASONABLE ADJUSTMENTS
A learner does not have to be disabled to qualify for a reasonable adjustment, nor will every learner who is disabled be entitled to reasonable adjustment. Allowing the application of a reasonable adjustment is dependent on how it will facilitate a learner’s access to assessment. Reasonable adjustments may take on several forms, however, may only be granted where adjustment does not:
• Affect the validity or reliability of the assessment
• Give the learner in question an unfair advantage over other learners taking the same or similar assessments
• Influence the final outcome of the assessment decision
BAT will apply reasonable adjustments in a clear, transparent and unbiased manner. All reasonable adjustments made must be recorded using the course incident tracker, overseen and managed by the BAT operations lead in conjunction with the allocated IV where appropriate.
Once completed BAT will hold all recorded portfolios and assessment paperwork for relevant learners which will be available at all times for scrutiny, when requested by SEQ or IQL
All reasonable adjustments are subject to meeting the requirements of the appropriate specification and assessment criteria for SEQ and IQL
The Centre Key Contact is responsible for ensuring any access arrangement implemented by the centre, on behalf of the learner, is based on firm evidence highlighting the barrier of assessment.
• Only make reasonable adjustments that are in line with this policy
• Record all reasonable adjustments made on the BAT course incident tracker
• Keep all assessment evidence within the appropriate learners file
• Make information available to SEQ and IQL should it be requested
Requesting reasonable adjustments from SEQ/IQL
In the event a learner’s needs for access is in doubt and BAT is unaware of the provision that should be provided, BAT will contact the quality office at SEQ or IQL for advice and guidance. If the adjustment requested is not appropriate, SEQ will advise on an alternative method to enable the learner to demonstrate competence.
5. ASSESSING ACHIEVEMENT
Where reasonable adjustments are applied, BAT will ensure achievement is given only for the skills demonstrated by the learner and that the reasonable adjustment applied does not compromise the outcomes of the assessment (as identified within the eligibility and application of reasonable adjustments).
Where reasonable adjustments are applied BAT Operations lead will evaluate the outcomes on behalf of the learner and will retain information on the BAT course incident tracker reviewed at BAT Monthly operations review meetings. SEQ and IQL will monitor the application of reasonable adjustments applied through the centre review process/audit.
In the event a learner is not satisfied with the access arrangements made by BAT, the concern should be reported to the Key Contact who will ensure it is reported formally to SEQ or IQL where, upon receipt it will be reviewed and acted upon should corrective action be required.
6. INAPPROPRIATE USE OF REASONABLE ADJUSTMENTS
If the Centre Key Contact or BAT operations lead misuses this policy, BAT acknowledges that SEQ or IQL will take appropriate action. This may range from advice and guidance to BAT, through to the implementation of steps to manage assessment malpractice (ref: Becky Adlington Training Malpractice and Maladministration Policy 2018). This could ultimately lead to the recall of certificates, removal of qualification approval or removal of SEQ/IQL Approved Centre/Provider status.
7. SPECIAL EDUCATION NEEDS AND DISABILTIES (SEND)
Becky Adlington Training notes that a statement of SEND does not automatically qualify a learner for a reasonable adjustment as:
• The SEND statement may not contain a recent assessment of needs
• The reasonable adjustment may compromise assessment