The issue of making special provision for pupils with physical disabilities in the certificate examinations is a difficult subject. It can be viewed that exam results should reflect the pupil's abilities, skills and knowledge, but that rigid exam conditions may not sometimes fully facilitate this. For example, a pupil might be exceptionally talented at English, but may be unable to complete the full syllabus or express himself or herself sufficiently in the time given, because of functional constraints. In this case, the exam results may not reflect the pupil's true ability or achievement.

On the other hand, there is the need to protect the integrity of the examination system, and any deviation from standard procedures, without strict guidelines, may raise questions in this regard. For example, special arrangements for pupils with disabilities should not give them an advantage over other pupils.

The complexity of these issues led to the setting up an Expert Advisory Group by the Department of Education and Science to examine the situation. Arrangements for such pupils are based on the Group's report21, which was made available to the Minister in January, 2000. These arrangements are detailed, and copies will be available through schools.

If it is intended to use technology in the certificate examinations, it is necessary to make application for 'reasonable accommodation' 22 well in advance of examinations. This will call for early planning and decisions regarding which arrangement will best suit the candidate - the deadline for these submissions will be available in schools. In order to make such decisions, schools should have a clear idea of what the alternative options are and the full Department documentation should be reviewed in this regard. An AT advisor should be consulted, if necessary, and the Department Visiting Teacher should be involved where provision is being sought for candidates with hearing or visual difficulties. In summary, provision can be by means of:

	extra time
	different means of access to questions
	different means of presenting a response to questions
	alternative accommodation arrangements

For example, special accommodation for presenting responses may include the use of a scribe, helper, tape recorder or word processor. Candidates using a word processor must sit the examination in a separate centre.

The report of the Expert Group recommenced that: "It should be noted on certificates of results ifÉthe method of examining has been altered in a substantial way". This recommendation was implemented by the Department, which subsequently clarified the procedure: "In approving an exemption the Department will also inform the candidate of the content of any explanatory note in relation to the subject concerned that may appear on the certificate. Any explanatory note will provide detail only on how the assessment procedure was altered. It will not record the nature of the candidate's disability. Similarly any explanatory note will be included on the certificate in any subject where the nature of the arrangement precludes the testing of a particular competency for which marks are allocated."23

The Department has, therefore, devoted much attention to regularising this area and an appeals procedure is in place for all aspects of such arrangements for State examinations.

How schools formally assess a pupil's academic progress throughout his or her schooling may, however, be approached from a different point of view. It might be assumed that the procedures and conditions that will apply to the certificate examinations should be used as normal in schools, but this is not necessarily so. For example, a school might decide that independence is important for the pupil and that he or she should complete his or her house exams at a pace appropriate to physical capacity. In the certificate examinations, on the other hand, speed is important due to time constraints and the use of a scribe might be the preferred option.

Schools must, therefore, make these decisions and there is no easy formula to decide on inclusive assessment strategies with the use of technology. The main purposes of adopting an inclusive assessment strategy will be:

	to provide a mechanism for the pupil to demonstrate his or her full ability, skills and knowledge
	the pupil largely following the mainstream curriculum and timetable, but with some modifications, and withdrawal for resource or learning-support teaching
	to 'level the playing field' in relation to non-disabled peers, by reducing functional difficulties

Where possible, such strategies and arrangements should:

	be flexible
	be negotiated with the pupil
	not compromise on academic standards