ABSTRACT
This chapter examines the granting of special arrangements to students in assessments and examinations, particularly in relation to literacy difficulties. It sets out to:
explain what special arrangements are and how they are regulated;
place them in the context of the national commitment to inclusion and good assessment practice;
discuss issues of equity, appropriateness and consistency;
explain the current approaches to special arrangements in written assessments for pupils with literacy difficulties;
consider aspects of special arrangements in relation to other than purely written assessments;
suggest possible developments over the next few years.
