Abstract Secondary students with specific learning difficulties (SpLD) often face challenges with academic tasks, particularly with high‐stakes examinations. Exam access arrangements (EAA) are provided as reasonable adjustments to reduce disadvantage for students with SpLD. However, the application process for EAA has become increasingly bureaucratic, requiring extensive documentation and formal assessment. The number of applications for AA continues to rise, adding pressure to schools and examination bodies, underscoring the need for a comprehensive analysis of the current landscape around EAA provision. The present study captured current practices and provisions around identifying the need for AA for students with SpLD, the nature of support offered and barriers to effective provision. Semistructured interviews with 35 practitioners (21 special educational needs' coordinators (SENCOs); 14 specialist assessors) working in secondary schools in England identified three themes: ‘the importance of equity in identification’, ‘resources impact identification and support’ and ‘lack of consistency and a systematic approach’. Findings highlighted the complexities of identifying and assessing students for EAAs, the need for better communication with stakeholders and the need to provide clearer guidance covering identification, implementation and training for students on EAA use. Findings also uncovered continued inequities, with eligibility for EAA as well as access to best practice in arranging accommodations partially influenced by resourcing. Structured guidance in effective identification, assessment and implementation processes with student training programmes, and specifically dedicated resources, could help address disparities and ensure more equitable support.
Antalek et al. (Mon,) studied this question.