Reasonable adaptations for GCSE exams.....reasonable or simply unjust?
Reasonable adaptations for GCSE exams.....reasonable or simply unjust?
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Latest: Oct. 8, 2024
Update!
Both Elizabeth and I wanted to express our gratitude to all those that have supported the campaign; we were especially touched by all the messages.
We wanted to update you on where we are with the cam…
Read moreElizabeth is 14 years old and is currently in Year 10 which means she has almost completed her first year of her GCSE's. Her behaviour is exemplary, she's a diligent pupil and her teachers describe her as a 'delight to have in the classroom'. Yet in spite of her best efforts, Elizabeth has been classified as 'underperforming' in almost all subjects.
Elizabeth has a diagnosis of ADD. This means she has differences in thinking and learning that make it simply impossible for her to perform well in our current system of testing, no matter how hard she studies, and especially when her entire grade is based upon exams at the end of her GCSE’s. As a result of her ADD, Elizabeth has:
- a short attention span and is easily distracted
- makes careless mistakes- for example in her school work
- appears forgetful and loses things
- is unable to stick to tasks that are tedius and time consuming
- appears to be unable to listen or to carry out instructions
- constantly changes activity or task
- has difficulty organising tasks.
English, Science, Maths, R.E, Geography and History all require her to take a written exam at the end of the two year course with the expectation that she will remember a vast amount of facts including quotes, formula and whole poems. This is something Elizabeth simply cannot do. There are no adaptations a school can put in place that will overcome the fundamentally flawed system that is based on testing children's rote memories, and not their learning. We are told that coursework forming some or all of her final grades is simply not an option
We need your help to get advice from lawyers about the merits to challenge the discrimination Elizabeth faces, along with thousands of other neuro-divergent children across England. Altering the system to meet the needs of these children isn't cheating, it's a fundamental right to a reasonable adaptation to enable them to demonstrate their academic ability in a way that isn’t limited to just passing an end of year exam.
Also, I am looking for at least one other family to join me in this claim. If your family are similarly affected, and you want to join the claim, please do get in touch!
Thank you very much.
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Elizabeth Ward
Oct. 8, 2024
Update!
Both Elizabeth and I wanted to express our gratitude to all those that have supported the campaign; we were especially touched by all the messages.
We wanted to update you on where we are with the campaign. The initial funds were used to seek initial advice from public law and human rights solicitors at Rook Irwin Sweeney, and barrister Steve Broach KC who has advised that the current GCSE examination regime is likely discriminatory against pupils with ADHD and potentially a range of other disabilities. We have attached Steve’s advice in the hope that it can help others. This comes at a time when the new Government has just launched its Curriculum and Assessment Review call for evidence inviting suggestions and proposals from the general public and other stakeholders to help them improve the curriculum and assessment system in England. We hope that the Government will take head of Steve’s advice.
Sadly, it is probably too late for Elizabeth to bring a claim as she is already halfway through her GCSE course; however, we are hopeful that the challenge can now be taken forward by other families whose children are starting their GCSEs this year or the following year. If you are a family with a disabled child who has just started Year 9 or 10 that would potentially be interested in bringing a claim, then you may want to contact Rook Irwin Sweeney to see if they can assist your child.
Once again, thank you for your support.
Teresa and Bethy.
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