Exam Accommodations in South African Schools

Exam Accommodations in South African Schools: A Parent’s Guide for Neurodivergent Learners

For many neurodivergent children, exams and formal assessments do not accurately reflect their knowledge or abilities. Difficulties with reading speed, writing, processing, attention, sensory regulation, or motor coordination can create barriers unrelated to intelligence or understanding.

South Africa’s inclusive education framework recognises these barriers and allows for exam accommodations (also called concessions) to ensure fair assessment.

What Are Exam Accommmodations?

Exam accommodations are adjustments that enable a learner to demonstrate their knowledge without being unfairly disadvantaged by a disability, medical condition, or learning difference.

They do not provide an advantage — they level the playing field.

Accommodations may be granted when a learner has a barrier to learning such as:

autism (ASD)	ADHD
dyslexia, dysgraphia, or dyscalculia	anxiety or psychiatric conditions
sensory impairments	physical disabilities
processing speed or executive functioning difficulties	chronic medical conditions

Types of Exam Accommodations Available

The following accommodations are commonly granted in South African schools (Department of Basic Education (DBE)/provincial departments and the Independent Examinations Board).

Writing & Reading Support

• Scribe: A trained person writes exactly what the learner dictates.
• Amanuensis: Reads the paper and writes responses for the learner.
• Reader / Electronic reader: The exam paper is read aloud. In the IEB system, an electronic reader may be used unless a human reader is specifically motivated.
• Reader + Scribe combination: For learners with significant reading and writing barriers.
• Use of a computer: Learners type answers. A printer must be available and a separate venue may be required.
• Separate venue: A quiet room away from the main exam venue. Required when using scribes, prompters, or assistive technology.

Time & Attention Supports

• Extra time: Typically 5–15 minutes per hour depending on severity of need.
• Rest breaks: Learners may pause and rest but may not work during the break. Time used is added to the session.
• Prompter: A trained adult uses brief verbal or physical cues to refocus attention.
• Additional planning time: Supports organisation before writing responses.

Language & Written Expression Supports

• Spelling concession: Markers ignore spelling if meaning is clear.
• Handwriting concession: Marker accommodates illegible handwriting.
• Enlarged print papers
• Adapted or rephrased exam papers: Often for hearing-impaired learners.
• Oral responses instead of written answers where appropriate

Note: In language subjects where spelling forms part of the curriculum, spelling may still be assessed.

Medical, Sensory & Physical Supports

• Medication or food intake during exams
• Rest breaks for medical management
• Assistive seating or mobility support
• Braille or large print papers
• Sign language interpreters
• Specific equipment required to complete exams

Practical & Physical Assistance

Practical assistant: Helps with physical tasks required during an exam (e.g., handling equipment) without assisting with answers. Sessions using scribes, amanuenses, or practical assistants may need to be recorded to ensure exam integrity.

When Are Accommodations Used?

Accommodations should be used during regular classroom assessments, not only final exams. This helps learners become comfortable using supports and ensures they are appropriate.

Government vs Independent School Processes

Government Schools (DBE / Provincial Departments)

Applications are submitted through the school to the provincial department (e.g., Gauteng Department of Education).

Typical process:

1. Teacher or School-Based Support Team identifies barriers.
2. Support strategies implemented.
3. Psycho-educational assessment conducted – this can be through a private educational psychologist/professional or through the government channels – (appointment through hospital – paediatric psychiatry route)
4. Documentation submitted to the district/provincial office.
5. Approval granted and recorded.

Western Cape Guide to Accommodations

Independent Schools (IEB)

Independent schools submit applications through the Independent Examinations Board.

Typical process:

1. Educational psychologist assessment e.g. WISC-V
2. School compiles documentation and motivation.
3. Application submitted to IEB.
4. Review and approval.
5. Accommodations implemented in exams.

Processing may take approximately 12 weeks, so early application is essential.

Documentation Required

Applications require a holistic profile of the learner, typically including:

✔ psycho-educational assessment
✔ medical reports (if relevant)
✔ teacher comments
✔ school reports
✔ historical evidence of support needs
✔ learner work samples

Remeber to submit as much documentation as possible and to keep historical reports and documents. This documentation demonstrates how the barrier affects exam performance.

When Should You Apply?

Early intervention is best!

• Primary school: support plans begin
• Intermediate phase: accommodations introduced in class
• High school: formal applications prepared
• Grade 11: final concessions submitted for matric exams

Starting early prevents stress and rushed assessments.

How Long Are Accommodations Valid?

This varies by authority and learner needs:

• Often valid through the schooling phase
• May require periodic review or updated assessments
• Updated reports may be requested every few years
• Concessions do not automatically transfer to tertiary institutions

IEB:

• High School Assessment: Valid for the entire high school period, according to PsySSA policy.
• Grade 7 Assessment: Valid for 24 months for applications, says PsySSA.
• IEB Discretion: The IEB Accommodations Panel may request updated testing if necessary, notes PsySSA.

Students must reapply for accommodations after school.

Why Accommodations Matter

When barriers are removed, neurodivergent learners can:

• demonstrate true knowledge
• experience less anxiety
• build confidence
• participate fully in learning

Accommodations do not change what is assessed — they change how learning is accessed.

And that can make all the difference.

Further reading:

• Department of Basic Education: https://www.education.gov.za/
• IEB: https://www.ieb.co.za/
• Umalusi: https://www.umalusi.org.za/
• Dylexia: Evidence-based guidance on exam accommodations and support strategies. – https://www.bdadyslexia.org.uk/