Vol. 524 No. 1
154 Ms Fitzgerald asked the Minister for Education and Science the provisions that apply in relation to exams for students with learning difficulties; and if these students certificates note any special arrangements made. [21773/00]
Decisions on special arrangements are taken having regard to the circumstances of each individual case. My Department takes these decisions in the first instance within a published framework of principles. I have ensured the availability of an independent appeal forum where a student is aggrieved with any aspect of my Department's decision.
This year the concept of modification of the national standard assessment was introduced to accommodate the requirements of special needs students. This was a significant advance in the inclusiveness of our examination system. In essence, it allowed us to depart from a situation where a special needs student could be penalised by being required to undergo assessment in an element of an examination which was beyond his or her physical capacity. For example, the aural component of a language examination is clearly problematical for a deaf candidate and the new special arrangements mean that exemption from that component is possible in the case of such students.
Where this greater flexibility and responsiveness means that an element of the examination is not assessed, as with all matters relating to the certificate examinations, this must occur openly and transparently. In the present year the provisional results issued to students were annotated in accordance with these principles.
I can assure the Deputy that neither the leaving nor junior certificate results contained any reference to a candidate's disability. These results did no more than provide factual information on the actual assessment.
