Exam adjustments for ADHD, autism, dyslexia and other disabilities
How exam access arrangements are decided, what evidence may help and why support should reflect normal ways of working rather than a last-minute advantage.
Last reviewed: 6 July 2026 · UK guidance
In brief
Exam adjustments can include extra time, rest breaks, a separate room, a reader, scribe, word processor, prompt or modified paper. The appropriate arrangement depends on the assessment rules, the learner’s needs and their normal way of working.
A diagnosis does not automatically produce a particular adjustment, and lack of diagnosis should not prevent a school or college from responding to an observed barrier. Start the conversation early enough for evidence and practice.
Describe the barrier during timed assessment
Explain what happens when reading, writing, concentration, sensory load, fatigue, communication or motor skills are tested under exam conditions. Include the effect on accuracy, pace, distress and ability to finish.
Show the normal way of working
Use classroom records, teacher observations, support plans, previous assessments and work produced with adjustments. The learner should practise the proposed arrangement so it is familiar and genuinely helpful.
Check the rules for the qualification
Schools and colleges follow awarding-body or assessment regulations. Ask who is responsible, what evidence deadline applies and whether arrangements transfer between qualifications. University disability support uses a different process.
Challenge an unsuitable arrangement
If an adjustment is refused or offered too late, request the reason and policy in writing. Speak to the SENCO, exams officer or disability service and use the institution’s complaint or review route.
A request to the exams team
Use this before the evidence deadline.
[Learner] experiences [specific barrier] in timed assessments. Their normal way of working includes [support]. Please assess the appropriate access arrangement, tell us the evidence and deadline, arrange practice, and explain the review route if the proposed support does not meet the barrier.
A practical checklist
- Describe the exam barrier, not only the diagnosis.
- Gather evidence of normal working.
- Practise the arrangement.
- Confirm deadlines and the decision in writing.
Check the current information
These are the most relevant official or specialist places to confirm live rules, availability and application details.
jcq.org.uk
Open official informationgov.uk
Open official informationgov.uk
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