ABSTRACT
If dyslexic students are to have extra arrangements in a way which is fair and is seen to be fair, a number of administrative issues arise.
Ideally, each student’s case should be treated individually and based on her specifi c needs. These should have been pinpointed in either her dyslexia assessment or the Assessment of Study Needs for the Disabled Students’ Allowance (DSA), with the report indicating which aspects of assessment by examination are likely to put her at an unfair disadvantage, for instance because of her speed of writing.
