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Considering the need for special examination arrangement for
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The SST lets the student take her examination in a special room where she can read aloud the questions, but this arrangement does not enable her to finish her papers in the time allowed. When she is asked to finish the remaining questions after the examination, she is able to answer more questions and gain more marks.
The school refers the student to the educational psychologist for professional recommendations. The educational psychologist finds that the student has significantly slow processing speed on a standardized test. Having considered all the information, the SST liaises with parents on the special examination arrangement that the student needs and decides that the student should receive extra time allowance in examination for her difficulty in speed of processing.
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Speech and Language Impairment
For articulation disorders
Articulation disorders refer to students not being able to pronounce accurately due to various reasons. They may have some general articulation disorders, different levels of hearing impairment, oral structural problems or control mechanism difficulties, physical or functional disorders, etc.
For oral examination accommodations, the followings are recommended for consideration:
The focus of marking should be on the main content and key points that the students express. Do not deduct marks simply because of unclear pronunciation.
Give time allowance, so that the students have sufficient time to finish what they want to express.
Allow students to use various methods to help them express, such as using texts, diagrams or key note cards, etc.
Arrange students to have the assessment activities conducted in a quiet environment.
For language disorders
Language disorders can be divided into two areas: comprehension and expression skills.
Students with comprehension difficulties can only master part of the meaning of the sentences and vocabulary when receiving relatively extended and structurally more complex sentences. Therefore they may misinterpret the questions due to the inability to comprehend all the messages and hence give irrelevant answers. Students with expression difficulties, because of weaker abilities in forming sentences or inappropriate use of vocabulary, have difficulties in expressing their ideas verbally, making it difficult for others to understand. The reading and writing abilities of the students are also affected.
For written examination accommodations, the followings are recommended for consideration:
Give time allowance, so that the students have sufficient time to finish what they want to express.
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In designing the questions for formative assessments, insert visual diagrams or various images, adopt multiple-choice questions or highlight the key points (such as underlining or adopting bold type), etc.
Allow students to answer in key points or short sentences rather than in essays.
For oral examination accommodations, the followings are recommended for consideration:
Extend the preparation time for oral examination or short speech.
Give time allowance, so that the students have sufficient time to finish what they want to express.
Allow students to use various methods to help organize their thoughts before expressing them verbally, such as using texts, diagrams or key note cards, etc.
For voice disorders
Voice disorders refer to students’ difficulties in expression because of hoarseness in voice, hyper or hyponasality, pitch disorders, even phonation break due to various reasons. Their verbal expressions are difficult to understand and communication is affected.
For oral examination accommodations, the followings are recommended for consideration:
Give time allowance, so that the students have sufficient time to finish what they want to express.
Teachers should pay attention to the content and main points of the students’ speech. Do not deduct marks simply because of hoarse voice, pitch disorders, phonation break, etc.
Allow students to use various methods to help them express, such as using texts, diagrams or key note cards, etc.
Arrange students to have the assessment activities conducted in a quiet environment.
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For fluency disorders
Fluency disorders (commonly known as stuttering) refer to students’ non-fluency in expression due to various reasons. They will repeat certain syllables, single words, vocabularies, beginning or parts of an utterance, insert too many “fillers” or “fidgeting / unusual mannerism” when talking, or even have prolonged pauses during speech. Their verbal expressions are difficult to understand and communication is affected.
For oral examination accommodations, the followings are recommended for consideration:
Give time allowance, so that the students have sufficient time to finish what they want to express.
Extend the preparation time for oral examination or short speech.
Arrange students to have the assessment activities conducted in a quiet environment.
The focus of marking should be on the content and main points that the students express.
Do not deduct marks simply because of non-fluent speech.
Allow students to use various methods to help them express, such as using texts, diagrams or key note cards, etc.
If the assessment is conducted in groups, make sure that the students have equal and adequate opportunities to express.
For pragmatic disorders
Pragmatic disorders refer to students’ failure to use language to communicate effectively with others due to various reasons. Such students can usually master the content or concepts they want to express. They can also use basic vocabulary or sentence patterns in expression.
Yet occasionally, they fail to maintain appropriate eye contacts or use proper body languages, manage different speech tones, understand underlying meanings of speech, or maintain appropriate social conversations, etc. Students may have ASD or different levels of social difficulties.
For oral examination accommodations, the followings are recommended for consideration:
When granting marks, attention should be paid to the main content and key points that the student wants to express.
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Give time allowance, so that the students have sufficient time to finish what they want to express.
Allow students to use various methods to help organize their thoughts, before expressing them verbally, such as using texts, diagrams or key note cards, etc.
Allow occasional distractible behaviours, such as fidgeting, inappropriate or unusual mannerism, mumbling, irrelevant talking, etc.
Give occasional reminders to signal the students to answer or respond.
Avoid arranging students to have the assessment activities conducted in a distractible environment.
If the assessment is conducted in groups, make sure that the students have equal and adequate opportunities to express.
The above internal examination arrangements can encourage students to participate in oral examinations as far as possible. However, schools should note that these arrangements may not be exactly the same as the special arrangements in public examinations. Regarding the current special examinations arrangements in public examinations granted to students of different levels of speech and language impairments, please refer to the related information of the HKEAA.
Students assessed to have severe speech and language impairments could be exempted from taking oral examinations.
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