12.8Arrangements for pupils with hearing impairment and pupils who use sign language
Schools can make the following access arrangements at their own discretion; they do not have to request permission.
For more information on access arrangements for the mental mathematics test for pupils with hearing impairment, see section 12.12.
Using communicators and signers
The teacher responsible for access arrangements should, with the headteacher, make arrangements for communicators or signers to support pupils who use British Sign Language or other sign-supported communication, or who supplement their residual hearing by lip-reading.
Preparing communicators and signers
The test papers must not be opened early for communicators and signers unless they need to make extensive preparations. For more information on early opening, see section 12.3.
Modified subject-specific guidance for communicators and signers will be issued to schools that order the mental mathematics test for pupils with hearing impairment. This guidance may also be ordered for pupils who access the curriculum through sign language but do not have a hearing impairment. The guidance may only be opened on the dates printed on the covers.
The Modified test administrators’ guide for pupils with hearing impairment and pupils who use sign language may be downloaded from the NAA website at www.naa.org.uk/tests from February 2008. Communicators and signers should be familiar with the content of this booklet.
Communicators and signers need to decide the best method of communication for an individual pupil, for example:
- saying a word or phrase
- rephrasing orally
- signing
- writing.
As subject-specific words do not always have a clear and meaningful sign, teachers often develop their own signs for these words. All staff supporting pupils should be aware of these signs and use them during the tests.
Communicating instructions and test content
In science and mathematics, communicators and signers may translate the whole test paper into British Sign Language or sign-supported English. Translations must not be made by a relative of the pupil.
Where questions refer to past or future events, or to words or diagrams used earlier in the questions, pupils may be given reminders and parts of the question may be repeated. Objects may also be used as prompts, provided they do not give the pupils an unfair advantage.
In the English test, only general instructions (for example information on the front cover of the test paper and any directions that are not part of the actual questions) and writing prompts that are read to the whole class may be communicated. In the English reading test, help must not be given with reading or understanding the questions, or passages of text on which questions are based.
In the spelling test, the words to be spelt may be communicated (without using finger spelling).
In all the tests, signers need to take care not to indicate the answer required through the signs they use.
Recording pupils’ responses
In the mathematics and science tests:
- some pupils may sign their answers or respond by pointing
- pupils who use Blissymbolics or eye-pointing may use a communicator to record their answers.
Communicators or signers should note the essence of pupils’ signed responses on the test papers and take care not to infer any meaning that was unclear in the original response.
If pupils are signing responses, other pupils must not be able to see what they are signing.
Pupils’ responses to the English tests must be in English.