Exam preparation

and support for

learners with special
educational needs

Mike Gutteridge and Louise

Gilbert
 Who are you?

A Im a teacher.

B Im the co-
ordinator/director of
C studies.
Im an exams
officer.
D Im an examiner.
 Exam preparation
and support for
learners with special
educational needs

Mike Gutteridge and Louise

Gilbert
Aims
To look at the types of support offered by
Cambridge English Language Assessment to
exam candidates with special requirements,
including those with:
o visual difficulties
o hearing difficulties
o speaking difficulties
o specific learning difficulties.

To explore strategies for working with

learners with special educational needs, and
look at teaching resources.
 Have you ever worked with
learners who have
4

A visual D specific
difficulties? learning
difficulties?
B hearing E physical
difficulties? (motor)
difficulties?
C speaking
difficulties?
 The four specials
Special educational
needs
Learning
disabilities or
difficulties that
make it harder for
some children to
learn than most
children of the
same age.
 The four specials
Special educational
needs
Learning
disabilities or
difficulties that
make it harder for
some children to
learn than most
children of the
Special
same age.
Awarding bodies
requirements
refer to candidates
as having special
requirements
rather than
needs, e.g. being
 The four specials
Special educational Special
needs
Learning arrangements
Specific support to
disabilities or help candidates
difficulties that with special
make it harder for requirements in an
some children to exam, e.g. large-
learn than most print papers.
children of the
Special
same age.
Awarding bodies
requirements
refer to candidates
as having special
requirements
rather than
needs, e.g. being
 The four specials
Special educational Special
needs
Learning arrangements
Specific support to
disabilities or help candidates
difficulties that with special
make it harder for requirements in an
some children to exam, e.g. large-
learn than most print papers.
children of the Special
Special consideration
If something goes
same age.
Awarding bodies
requirements wrong during the
refer to candidates exam itself, the
as having special candidate will be
requirements given special
rather than consideration.
needs, e.g. being
Accessibility

Joseph Farris /
Cartoonstock.com
By extending access, the aim
is
to remove, 1) _______________________,
the effects of the disability on the
candidates ability to demonstrate his or
her
2) ____________________________________
in relation to the assessment objectives.
By extending access, the aim
is
to remove, 1) as far as possible,
the effects of the disability on the
candidates ability to demonstrate his or
her
2) ____________________________________
in relation to the assessment objectives.
By extending access, the aim
is
to remove, as far as possible,
the effects of the disability on the
candidates ability to demonstrate his or
her
2) true level of attainment
in relation to the assessment objectives.
 Support is offered to
candidates with
4

A visual D specific
difficulties learning
difficulties
B hearing E physical
difficulties (motor)
difficulties
C speaking
difficulties
 Visual
difficulties

Visually impaired
candidates
Arrangements for candidates with
visual difficulties
1
Braille versions 4
Special versions
of a speaking
test
2
Modified large- 5
Extra time
print versions
(A4 size)

3 Special versions 6 Permission to

of a listening use access
test technology
 Impact of using Braille

On the candidate
Fatigue

Manipulating the
pages

Braille skills
 Impact of using Braille

On the candidate On the centre

Fatigue Coping with
different ways of
Manipulating the answering
pages
Separate rooms
Braille skills and invigilation
Arrangements for candidates with
visual difficulties
1
Braille versions 4
Special versions
of a speaking
test
2
Modified 5
Extra time
large-print
versions
(A4 size)
3 Special versions 6 Permission to
of a listening use access
test technology
PART 1
QUESTIONS 1 5
Look at the text in each question.
What does it say?
Write the correct letter A, B or C on your answer sheet.

EXAMPLE:

The notice on the window says:

NO BICYCLES AGAINST GLASS PLEASE

A Do not leave your bicycle touching the window.

B Broken glass may damage your bicycle tyres.
C Your bicycle may not be safe here.

ANSWER:
A
Arrangements for candidates with
visual difficulties
1
Braille versions 4
Special versions
of a speaking
test
2
Modified large- 5
Extra time
print versions
(A4 size)

3 Special 6 Permission to
versions of a use access
listening test technology
In a listening test, candidates
are expected to:
1
make notes as 3
choose which
they listen. questions to
5
answer as
2
check forward they listen
and back (and fill in
through a set possible
of questions as answers as
they listen. they go).
In a listening test, candidates
are normally expected to:
1
make notes as 3
choose which
they listen. questions to
5
answer as
2
check forward they listen
and back (and fill in
through a set possible
of questions as answers as
they listen. they go).
Candidates with visual, physical or specific
learning difficulties may not be able to do any of
the above easily (or at all).
 CDs can be paused:

1
before each text hearing.

2
at prescribed points during
the second hearing of each
text.
3
after each hearing.
Arrangements for candidates with
visual difficulties
1
Braille versions 4
Special
versions of a
speaking test
2
Modified large- 5
Extra time
print versions
(A4 size)

3 Special versions 6 Permission to

of a listening use access
test technology
Arrangements for candidates with
visual difficulties
1
Braille versions 4
Special versions
of a speaking
test
2
Modified large- 5
Extra time
print versions
(A4 size)

3 Special versions 6 Permission to

of a listening use access
test technology
Arrangements for candidates with
visual difficulties
1
Braille versions 4
Special versions
of a speaking
test
2
Modified large- 5
Extra time
print versions
(A4 size)

3 Special versions 6 Permission to

of a listening use access
test technology
 A Perkins

Braille display
Screen-reading
software
RNIB.org, Dolphin Computer Access Ltd.
An amanuensis

Image used under licence from Shutterstock.com

The original rubric
sebartz / Shutterstock.com

Read the following magazine article about the

coyote and answer questions 1 7.

Choose from the list A I the most suitable

heading for each part of the article. There is
one extra heading which you do not need to
use.

There is an example at the beginning (0).

Mark your answers on the separate answer

sheet.
The adapted rubric

Read the magazine article on page 2 of the separate

booklet about the coyote, a type of small wild dog,
and answer questions 1 7.

Choose from the list A I below, the most suitable

heading for each part 1 7 of the article. There is one
extra heading which you do not need to use.

There is an example at the beginning (0). The answer

is written in italics.

Write your answers on the separate answer sheet.

HEADINGS A I FOR QUESTIONS 1 7

 To summarise:
1 Longer texts in 4 Examples and
reading papers are example answers
separated out and are presented
placed in a differently.
separate text
2
Visuals
booklet.in all 5 Candidates are
papers are given reminders
removed and about where and
replaced with text how to write their
or a gloss, if answers.
3
Rubrics
necessary.
(instructions) may
be expanded with
headings inserted
to help locate
options, etc.
Which arrangement could be used
by candidates with other types of
1 disability?
Braille versions Special versions
4

of a speaking
test
2
Modified large- 5
Extra time
print versions
(A4 size)

3 Special versions 6 Permission to

of a listening use access
test technology
 Hearing
difficulties

Hearing
impairment
 Hearing difficulties
1
Hearing aids

2
Wireless
systems

3
Headphones,
etc.
 Hearing difficulties
1
Hearing aids 4
Special
hearing-
impaired
2
Wireless (lip-reading)
systems versions

3
Headphones,
etc.
Features of hearing-impaired
versions of listening tests
If possible, Texts are usually
dialogues are heard three
converted into times: once
monologues. straight
through, once
The Supervisor with pauses,
reads out texts once straight
and rubrics. The candidate
through.
lip-reads.

No
recording!
Signing
 Signing ...
is not permitted in listening or speaking
tests.
 Signing ...
is not permitted in listening or speaking
tests.
Oral question Signed
Whats your Name you
question
name? what?
Where do you Live you
live? where?
Speaking
difficulties
Features of special requirements
versions of speaking tests
Candidates can:
opt to have
text-based
materials.
Description A
A grandfather is smiling and
holding out his arms to two
younger members of his family as
they walk towards him.
Features of special requirements
versions of speaking tests
Candidates can:
opt to have opt to take a
text-based test in a
materials. single-
candidate
opt to have opt to take a
format.
enlarged test with a
materials. dummy
partner.
 Specific
learning
difficulties
 Possible arrangements
1
Extra time
 Possible arrangements
1
Extra time

2
Supervised
breaks
 Possible arrangements
1
Extra time

2
Supervised
breaks
3
Use of a
computer
 Possible arrangements
1
Extra time

2
Supervised
breaks
3
Use of a
computer
4
Use of a
transcriber (or
copier)
 Possible arrangements
1
Extra time 5 Help filling in
answer sheets
2
Supervised
breaks
3
Use of a
computer
4
Use of a
transcriber (or
copier)
 Possible arrangements
1
Extra time 5 Help filling in
answer sheets
2
Supervised 6
Transparent
breaks coloured
3
Use of a
overlays
computer
4
Use of a
transcriber (or
copier)
 Possible arrangements
1
Extra time 5 Help filling in
answer sheets
2
Supervised 6
Transparent
breaks coloured
3
Use of a
overlays
computer 7
Modified
4
Use of a large-print
transcriber (or versions
copier)
 Terms and conditions

Is medical
evidence always
required?
 Terms and conditions

Is medical Are there

evidence always deadlines for
required? requesting
specially
modified
papers?
 Further support
General
advice
Sample
adapted
material
Information
for teachers

Information
for candidates

http://www.cambridgeenglish.org/help/special-
requirements/
 Further support (2)

Support for Online support

centres when for examiners
making
applications

On-the-day Webinars
instructions for
centre staff
 Helping
learners
with special
educational
needs
Do you need to be a specially
trained teacher to
accommodate the needs
of learners with learning
difficulties
in your classroom?
What are learning difficulties?
What are learning difficulties?
1 Reading-related 4 Numeracy-related
learning difficulties: learning
dyslexia and difficulties:
specific reading dyscalculia
comprehension
5
Difficulties with
difficulties attention control
2 Writing-related
learning difficulties: 6 Difficulties with
handwriting, motor-co-
spelling and longer ordination: fine
3 Language-related
texts and gross motor
difficulties: specific skills, dyspraxia
language
impairment
Characteristics of learners with
learning difficulties
Strengths
Creativity

Visual skills

Thinking outside
the box
Characteristics of learners with
learning difficulties
Strengths Weaknesses
Creativity Reading
Spelling
Visual skills Writing longer
essays
Thinking outside Learning new words
the box and phrases
Organising work
Keeping information
in short-term
memory
Following
instructions
Six key elements of inclusive
language teaching
1
recognis
e
Six key elements of inclusive
language teaching
1
recognis
e
2
understan
d
Six key elements of inclusive
language teaching
1
recognis
e
2
understan
d

3
accommoda
te
Six key elements of inclusive
language teaching
1
recognis 4
differentiat
e e
2
understan
d

3
accommoda
te
Six key elements of inclusive
language teaching
1
recognis 4
differentiat
e e
2
understan 5
enhance
d learning
strategies
3
accommoda
te
Six key elements of inclusive
language teaching
1
recognis 4
differentiat
e e
2
understan 5
enhance
d learning
strategies
3
accommoda 6
apply
te multisensory
techniques
What can we accommodate?
Classroom
management
(groupwork,
pairwork)

Accommodat
ions
What can we accommodate?
Classroom
management
(groupwork,
pairwork)

Environment
(light, Accommodat
temperature, ions
seating
arrangements)
What can we accommodate?
Classroom
management
(groupwork,
pairwork)

Environment
(light, Accommodat
temperature, ions
seating
arrangements)

Pace
(slow down, revise)
What can we accommodate?
Classroom Presentation and
management access to material
(groupwork, (multiple channels,
pairwork) handouts)

Environment
(light, Accommodat
temperature, ions
seating
arrangements)

Pace
(slow down, revise)
What can we accommodate?
Classroom Presentation and
management access to material
(groupwork, (multiple channels,
pairwork) handouts)

Environment
(light, Accommodat
temperature, ions
seating
arrangements)
Level of support
(teacher, peers)

Pace
(slow down, revise)
What type of accommodation is
the easiest to implement?
A. Classroom management
B. Environment
C. Pace
D. Presentation and access to material
E. Level of support
Classroom management
techniques
Establish a routine
Give an outline or overview
of the lesson
Start with a warm-up and
finish with a summary
Warn learners when
activities change
Vary individual, group and
pairwork and
teacher-fronted
Images used under licence from Shutterstock.com
presentation
Presenting learning materials
1 Support verbal input with visual
displays

2
Encourage note-sharing

3
Provide a lesson outline or graphic
organiser
A graphic organiser
 Giving instructions
This exercise will show how well you
can locate conjunctions. Read each
sentence. Look for the conjunctions.
When you locate a conjunction, find
it in the list of conjunctions under
each sentence. Then circle the
number of your answer in the
answer column.
 Giving instructions
Read each sentence and circle all
conjunctions.
What types of accommodation
are harder to implement?
A. Classroom management
B. Environment
C. Pace
D. Presentation and access to material
E. Level of support
Differentiation within tasks
1 Learner completes only odd-
numbered questions or
specifically selected items.
2
Teacher provides responses to
several items and the learner
completes the rest.
3
Teacher divides a worksheet
into sections and the learner
does a specific section only.
Differentiation across tasks or
task types
1
Learners listen to a
text instead
of/while reading it.
2
Learners underline,
match or select Image used under licence from Shutterstock.com

possible answers
rather than writing
down the answer.
Opportunities for extra practice
and revision
1
Use workbooks 4
Reading and
and listening skills
coursebook http://www.cambridgeeng
lish.org/learning-engli
2
add-ons
Vocabulary sh/activities-for-learn
learning apps ers
https://quizlet.com/
http://ankisrs.net/

3
Online games
http://www.cambridgeenglish.org/
learning-english/games-social
http://interactive.cambridge.org
/students/games
Six key elements of inclusive
language teaching
1
recognis 4
differentiat
e e
2
understan 5
enhance
d learning
strategies
3
accommoda 6
apply
te multisensory
techniques
Learning strategy training

Time
management
Learning strategy training

Time
management
Exam
preparation
 Exam preparation
Time management in
exams
1. the task
2. Planning the response
3. Writing the answer
4. Reviewing
5. Strategic allocation of time to
questions worth more points
 Exam preparation
Practise using the special
arrangements
Using scribes
Software
Administration mode

Manage stress
Relax, trust yourself
Learning strategy training

Time
management
Exam
preparation

Self-evaluation
Learning strategy training

Time Specific
management learning tools
Exam
preparation

Self-evaluation
Specific learning tools
Spidergra
ms
Learning strategy training

Time Specific
management learning tools
Exam Helping
preparation concentration

Self-evaluation
Learning strategy training

Time Specific
management learning tools
Exam Helping
preparation concentration

Self-evaluation Managing
emotions
Multisensory teaching
methods

Using
multiple
sensory
channels

Images used under licence from Shutterstock.com

Which aspects of language can we
teach
using multisensory methods?
A. The sound and spelling systems
B. Vocabulary
C. Grammar
D. The four skills
E. All of the above
Other components of
multisensory teaching
Highly
structured
(from
simple to
complex)
Other components of
multisensory teaching
Highly
structured
(from
simple to
complex)

Small,
cumulativ
e steps
Other components of
multisensory teaching
Highly
structured Frequent
(from revision,
simple to practice
complex)

Small,
cumulativ
e steps
Other components of
multisensory teaching
Highly
structured Frequent
(from revision,
simple to practice
complex)

Small, Direct,
cumulativ explicit
e steps teaching
Where to turn for more
information?
www.dyste Free, open, Publication by
fl.eu online learning Judit Kormos
course with and Anne
FutureLearn Margaret
Smith

Channel View Publications Ltd, FutureLearn.com

 Further
information
 Teaching English
Free resources
for teachers
Sample papers,
handbooks, lesson plans
and teacher guides
Teaching
Qualifications
For new and
experienced teachers
Teaching
Framework
Helps you assess which
stage you are at in your
professional
development and work
out where you
want to get to next
Webinars
About our exams and
teaching
www.cambridgeenglish.org/teaching-english
Free online activities for teenagers and
adults

cambridgeenglish.org/learning
 Cambridge English certificates on
LinkedIn
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as CELTA and Delta to your LinkedIn profile.

With a complete LinkedIn

profile you are more
likely to be discovered
by recruiters.
Employers can
immediately see the level
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You can share your
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Add your qualification to
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your profile:
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Further information
Understanding assessment of speaking:
what every teacher should know
24 and 26 October

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Tel: +44 (0)1223 553997
Fax: +44 (0)1223 553621
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