Fairness and the purpose of accommodations
Assessment accommodations (also called concessions) are changes to the conditions under which an assessment is administered, not to the learning outcomes being measured. SACAI’s implementation manual emphasises that these supports are designed so that candidates with barriers to learning can demonstrate their true ability, without receiving an unfair advantage over others. The National Senior Certificate (NSC) assessment philosophy is that examinations must be fair, valid and reliable, meaning that each learner, regardless of disability or learning difficulty, should have an equitable opportunity to show what they know. A blind learner cannot be assessed fairly on a standard printed paper; providing a Braille version or a trained reader/scribe puts that learner on an equal footing with sighted peers. The same principle applies across the spectrum of barriers to learning.
Who might need accommodations?
SACAI recognises a range of barriers to learning that may justify accommodations. Parents should consider an application if their child is affected by one or more of the following:
- Physical impairments – conditions that limit mobility or dexterity, e.g., cerebral palsy, muscular dystrophy, chronic illnesses or injuries. A physical impairment may make handwriting difficult, slow a learner’s working pace or limit the ability to turn pages.
- Chronic health conditions – such as diabetes or epilepsy, where the learner may need to take medication or food during an examination. These conditions can affect concentration or require regular breaks.
- Psychological conditions – including anxiety disorders or depression. Examination stress can exacerbate these conditions, and accommodations like rest breaks or extra time may help.
- Sensory impairments – hearing impairment or visual impairment may necessitate enlarged print, a reader, Braille papers or other assistive technology
- Learning impairments – such as dyslexia, dyscalculia, or language processing disorders. Learners with reading or spelling difficulties may benefit from a reader, computer‑based text‑to‑voice support, or spelling concessions.
- Neurological conditions – e.g., ADD/ADHD, autism or Asperger syndrome. These learners might need prompts to refocus attention or a prompter to manage time.
- Working‑tempo or writing problems – some learners process and write information more slowly, making extra time or computer use necessary.
- Language impairments – difficulties with expressive or receptive language (including aphasia) may justify a reader, scribe or exemption from a language subject.
- Hearing and speech impairments – may require a scribe or voice‑to‑text software.
If parents notice persistent struggles in reading, writing, concentrating or completing tests within the allotted time—and these cannot be resolved through normal classroom support—it is prudent to seek a professional assessment and discuss accommodations with the school.
Types of accommodations available
The SACAI implementation manual outlines various accommodations. Some of the most common supports are summarised below. Only those that have been approved by SACAI through a formal application may be implemented.
| Accommodation | Description and considerations |
|---|---|
| Additional time (5 min, 10 min or 15 min per hour) | Extra writing time may be granted based on the extent of the barrier. Learners who receive a reader or scribe automatically get 15 minutes per hour. Candidates must remain in the venue for at least the standard duration and are seated in a way that minimises disturbance. |
| Computer use – Typing | Learners type their answers on a computer; diagrams and sketches are still done by hand. Internet and spell‑checker functions are disabled, and a printer must be available. The learner must be adequately trained to use the equipment. |
| Computer use – Text‑to‑voice (reading) | Software reads the assessment aloud to the learner. A human reader must be on standby for power failures. This requires evidence that the institution can implement the technology. |
| Computer use – Voice‑to‑text (scribing) | Speech‑recognition software transcribes the learner’s spoken responses. It requires a separate venue and a trained scribe on standby. |
| Enlarged print | Question papers can be printed in larger font (e.g., A3 size) for visually impaired learners. |
| Rest breaks | Learners may take 5‑ or 10‑minute breaks per hour during which they may not engage with the exam paper; the break time is added to the total assessment time. |
| Separate venue | Exam sessions can take place in a room away from the main venue; recordings are required. |
| Reader | A trained human reads questions and instructions as directed by the learner. Readers may assist up to three learners simultaneously but cannot invigilate or interpret questions. |
| Scribe | A trained adult writes or types the learner’s dictated responses; they must record verbatim without offering interpretation. |
| Prompter | For learners with attention difficulties (ADD, ADHD, autism spectrum), a prompter may gently refocus the learner or provide time‑management advice. |
| Personal assistant | For learners with physical impairments, a personal assistant may help with physical needs (e.g., turning pages) but not with answering the questions. |
| Medication/Food intake | Learners who need to take medication or eat during assessments must request this concession. |
| Spelling/Handwriting concessions | Markers are alerted to spelling or handwriting difficulties; they mark more slowly and ignore spelling errors where possible【480152942045893†L219-L323】. These concessions are highlighted on the learner’s concession letter so markers know to take care. |
| Special aids | Use of assistive devices (e.g., magnifying equipment, reading pens) may be approved based on supporting evidence. |
| Exemption from a subject | In exceptional cases, a learner may be exempted from a language or from Mathematics/Mathematical Literacy. An approved exemption requires offering another subject in its place. |
| Other accommodations | Unique cases not listed are considered individually when sufficient evidence is provided. |
Responsibilities of parents and learners
- Identify and address the need early – SACAI encourages applications when a learner enters Grade 10 or as soon as a diagnosis is made. Early identification allows the learner to receive consistent support in both internal and external assessments.
- Work through Elroi – SACAI communicates directly with its registered institutions, not with parents. Parents must liaise with their school/tutor centre to complete applications.
- Appoint qualified assistants – Once accommodations such as a reader or scribe are approved, parents must appoint trained adults (not the learner’s teacher, tutor or family member) to act as concession assistants. Parents must cover costs associated with separate venues, invigilators or assistant fees.
- Encourage the learner to use the accommodations – Learners should practise with their reader, scribe or computer ahead of exams and use the support in all assessments. They retain the choice not to use an accommodation on the day, but familiarity ensures smooth implementation.
How to apply for assessment accommodations via the Elroi portal
- Gather evidence – A formal application requires evidence of the barrier(s) to learning. Typical documents include:
- A psycho‑educational assessment by a registered psychologist/psychometrist. Annexure A (summary sheet) must be completed, listing the tests used and results (e.g., reading speed, spelling, intellectual assessment) and signed by the specialist.
- Writing samples (Annexure B), schoolwork samples and educator comments.
- Medical reports for medical or physical conditions.
- Historical evidence, such as previously granted concessions or school report history.
- Speech and language assessments for language or reading difficulties.
- Complete the online application – Log into the Elroi Academy administrative portal and select the link for the Assessment Accommodation and Concession Application Form. Fill in details and the learner’s personal information. Indicate the learner’s barrier(s) to learning, rate the effect on functioning (minimal to severe) and motivate the level selected. Then tick the accommodation(s) recommended by the specialist.
- Upload supporting documents – Upload all evidence mentioned above. Applications without the required documentation, signatures of the parent/guardian, specialist and a representative of Elroi Academy will not be processed.
- Pay the application fee – An application fee (around R554 in 2022) is invoiced to Elroi Academy; parents should not pay SACAI directly.
- Submit before the deadline – Grade 12 applications usually close on 1 June, and Grade 10–11 applications on 1 August. Late submissions are not processed.
- Await the SACAI concession letter – Once SACAI has reviewed the application, it will issue a concession letter detailing the approved accommodations. Only accommodations listed in this letter may be implemented. Keep copies of the letter and attach it to every internal and external assessment as proof.
Why apply? Ensuring fairness for your child
Parents sometimes hesitate to request accommodations because they worry that their child might be labelled or given an unfair advantage. SACAI’s policy makes it clear that accommodations exist to level the playing field. They do not change what is being assessed; they simply provide learners who face barriers with the time, tools or support needed to demonstrate their knowledge. Without these supports, learners risk being assessed on their disability rather than on their learning.
If you suspect that your child reads or writes slowly, struggles with concentration or anxiety, has a diagnosed learning disorder, or requires medical or physical support, speak to the school’s academic counsellor or register with a psychologist as soon as possible. Timely applications ensure that your child receives consistent support in classroom tests, assignments and the formal NSC examinations.
Summary and next steps
Assessment accommodations are a vital component of the NSC’s commitment to fair, valid and reliable assessments. They are intended for learners with documented barriers to learning and are strictly controlled to prevent unfair advantage. Common accommodations include extra time, readers, scribes, computer use, rest breaks, separate venues and concessions for spelling or handwriting.
Parents should watch for indicators of learning barriers, obtain professional assessments and liaise Elroi Academy to apply for concessions through the online portal. Applications require detailed evidence and must be submitted by the deadlines. Once approved, accommodations apply to all internal and external assessments until the learner completes Grade 12. Taking these steps helps to ensure that every learner is assessed on the merits of their knowledge rather than on the challenges they face.
