Some children with ADHD need special accommodations which make it easier to sit for a school exam and produce a better result.

If your child with ADHD has a special educational need, you must plan early for any examinations he will be sitting. The fact that a student has a Statement of Special Educational Need does not qualify him automatically for special arrangements.

Regulations and Guidance Relating to Candidates with Particular Requirements is published each September for the approaching academic year, and is available from the organisations mentioned overleaf, from whom parents can obtain their own copies. It covers GCEs, VCEs, GC SEs and GNVQs.

Each autumn, this booklet is circulated by the English Examining Bodies to all examination centres (e.g. schools). It describes the special arrangements that are considered to be acceptable for students with special needs, what criteria have to be met and how to organise these special arrangements in examination situations. The booklet contains all the information and forms, which the Examining Bodies require schools, educational psychologists or others to complete for each candidate.

There is a clear requirement for continuity between the classroom and the examination room: "the candidate's usual method of working in the classroom will be considered by the Examining Body when special arrangements are being made".

Submitting Requests for Special Accommodations

Establishing and agreeing the nature and extent of the student's difficulties must beg early enough for the student to receive support and for special arrangements to be made in the classroom well before the request for special arrangements in examinations and assessments is submitted to the Examining Body. Assessment of your child's special educational needs and organising what on-going help he should receive in the classroom must begin as early as possible, therefore. The resulting documents and reports will then be available to support an application to the Examining Body when the student starts on his examination courses.

All requests for special arrangements must be supported with evidence in the form of a report from an appropriately qualified teacher completed within 2 years of the examination series, OR a report from a qualified psychologist proving a history of literacy difficulty completed or updated within 2 years.

It is vital that Heads of Examining Centres submit their requests on the appropriate forms as early as possible. Unless sufficient notice is given to an Examining Body it may not be possible to provide special versions of question papers, or to agree to any other arrangements.

Attention problems, language disorders, communication disorders including autism and Asperger Syndrome and emotional and behavioural problems are mentioned on page 38. "There are, however, others for whom particular special arrangements may be made, related to their own individual needs. ... For such candidates and others not specifically mentioned, early discussion with awarding bodies is essential so that decisions may be made on the nature of the evidence required and the arrangements that will be permissible. In most of these cases psychological and/or medical evidence will be needed."

Depending on the disability, special arrangements may be made, including amongst others: up to 25% extra time, supervised breaks/rest periods, enlarged print, Braille, OCR scanners, use of computers or word processors, modification of language or amplification for aural tests for the hearing-impaired, use of flashcards, colour overlays, dictation of answers onto tape, use of a prompter, use of an amanuensis, use of a practical assistant in practical examinations, alternative accommodation in exceptional circumstances.

Heads and Principals are empowered to grant the 25% extra time and/or rest breaks without prior application, but any additional. Extra time considered necessary must be applied for.

All other modifications have to be applied for, and it is crucial to make sure that your child's school, especially if it is a mainstream (i.e. not a special needs) school is fully aware of all these implications: early assessment of needs, on-going classroom intervention to address the needs, early requests for any special arrangements required during examinations backed by the appropriate forms and reports.

Patoss (Professional Association of Teachers of Students with Specific Learning Difficulties) produces a practical guide for teachers -Providing for Candidates with Special Assessment Needs during GCE (A -Level), WE, GCSE & GNVQ (ISBN 0 9539315 0 1) - available from Patoss, PO Box 10, Evesham WRI 1 6ZW. Tel: 01386 712650. Email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it . They also have a website: www.patoss-dyslexia.org.

In the UK there is The Qualifications and Curriculum Authority (QCA). Here you will find details of a Booklet called "Special arrangements for the National Curriculum Assessment". On the site they say:

"The Qualifications and Curriculum Authority (QCA) is committed to building a world-class education and training framework that meets the changing needs of individuals, business and society. We lead developments in curriculum, assessments, examinations and qualifications.

Special Arrangements for the National Curriculum Assessment

Further clarification and information about some changes to special arrangements for the National Curriculum Assessment Tests are included in the Assessment and Reporting Arrangements booklets which QCA sent to all schools in October. These include:

• use of prompters;
• compensatory awards in the mental maths and spelling tests for pupils with profound hearing loss;
• special consideration - allows a pupil's final level to be adjusted in very exceptional circumstances;
• dealing with disruption during the test.

Guidance has also been updated on the use of word processors, amanuenses, transcripts and readers; special arrangements for the mental maths tests, and rest breaks. There is also more detailed guidance on the use of additional time and early opening of papers."