Naplan Accommodations

This document contains a number of scenarios that provide examples of how the special provisions outlined in your NAPLAN Handbook for Principals and the 2011 National Protocols for Test Administration may be applied. The special provisions permitted in the 2011 NAPLAN National Protocols for Test Administration include:

  • Separate supervision
  • Extra time
  • Rest breaks
  • Assistive technology
  • Large print
  • Screen reader
  • Braille
  • Coloured overlays
  • Oral sign support
  • Use of a scribe
  • Reading to students
  • Use of a support person
  • Interactive PDF (pilot)

The scenarios that follow are examples only, and are to be used only as a guide in circumstances with students that may be in a similar situation. The students at your school may be in a different situation to those outlined in these scenarios and require different adjustments and provisions. Teachers and schools are in the best position to determine the needs of individual students, in consultation with students and their parents/carers.

Special provisions should generally reflect the kind of support and assistance provided in the classroom in order for students to show what they know and can do. However, some support that is used in classroom learning and assessment is not appropriate in the NAPLAN assessment setting. If some methods students use in their classroom based assessment are not permitted in the NAPLAN assessment setting, adequate time and support should be provided to these students to enable them to adjust to the NAPLAN assessment conditions accordingly.

The special provisions for NAPLAN are permitted in line with the Disability Discrimination Act (1992),and Disability Standards for Education (2005), which emphasize that reasonable adjustments must be made to help ensure students with disability are able to access the tests wherever possible. The Disability Standards for Education(2005), state that the education provider:

  • must take reasonable steps to ensure that the student is able to participate in the courses or programs provided by the educational institution, and use the facilities and services provided by it, on the same basis as a student without disability, and without experiencing discrimination
  • must decide whether an adjustment is necessary to ensure that the student is able to participate in the courses or programs provided by the educational institution, and use the facilities and services provided by it, on the same basis as a student without disability

The Disability Standards for Education (2005) also state that when assessing whether a particular adjustment for a student is reasonable, regard should be given to all the relevant circumstances and interests, including:

  • the student's disability
  • the views of the student or the student's associate
  • the effect of the adjustment on the student, including the effect on the student's:
  • ability to achieve learning outcomes
  • ability to participate in courses or programs
  • independence
  • the effect of the proposed adjustment on anyone else affected, including the education provider, staff and other students
  • the costs and benefits of making the adjustments

Please check with your state or territory Test Administration Authority (TAA) if in doubt.

http://www.nap.edu.au/NAPLAN/School+support/Special+provisions/Special+provision+scenarios/index.html

12-May-2014 0 Comments
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