Higher School Certificate Examination Special Time Provision
Reverend the Hon. Dr Gordon Moyes: My question is directed to the Attorney General, on behalf of the Minister for Education and Training. Is the Minister aware of a student studying at Oxley High School who has been assessed as having dyslexia, dysgraphia and severe scotopic sensitivity or Irlen syndrome? Is the Minister aware that the New South Wales Board of Studies has declined to grant Joshua Cox the appropriate special provisions of extra time to read and write for his Higher School Certificate examinations? In particular, is the Minister aware that Professor Max Coltheart, head of cognitive science at Macquarie University, advised that such provisions should be a normal part of assisting students with disabilities? Since legislation was passed in November 2008 recognising dyslexia as a disability has there been any review within the Board of Studies seeking expert advice to bring its guidelines in line with international best practice? Given that the Higher School Certificate examinations commence next month, will the Minister allow special provisions for Joshua Cox so that he has the opportunity to enter tertiary level courses?
The Hon. John Hatzistergos: I am not aware of the details of the matter. I will refer the matter to the Minister for Education and Training, obtain an answer and advise the House in due course.
Deferred answer
On 22 September 2009 Reverend the Hon. Dr Gordon Moyes asked the Attorney General, representing the Minister for Education and Training, a question without notice regarding the Higher School Certificate examination special time provision. The Minister for Education and Training provided the following response:
The Board of Studies conducts the program for assessing applications and awarding special provisions for the School Certificate tests and Higher School Certificate examinations. The provisions are intended to address the effects of a special need on examination performance and to enable all students appropriate access in order to read and respond to the examination questions.
I am advised that Joshua Cox lodged an application with the Board of Studies through Oxley High School for special examination provisions for the 2009 Higher School Certificate. The Board accepts the diagnoses made by Joshua’s health care professionals and submitted as part of his application.
Board guidelines provide that, regardless of the nature of a special need, the provisions granted are solely determined by the implications of that need on examination performance, and that adjustments and access arrangements must not confer an advantage on the candidate.
The Board of Studies retains a panel of experts with particular expertise in medical, learning, vision and hearing difficulties. These experts advise and guide the Board in how to best respond to the particular needs of individual students while maintaining the above guidelines. Joshua’s application and subsequent appeals have been considered by three registered psychologists and a paediatrician, each acting independently of the others. These experts have determined that Joshua’s needs can be met by the provisions of rest breaks, a writer, coloured paper, special lighting and separate examination supervision.
In considering Joshua’s application for extra time to read and write, the panel considered functional evidence provided by his school, in particular, Joshua’s performance on reading and writing efficiency tests. Joshua’s reading scores and his writing rate are both typical of other HSC candidates and so it was determined that he was not eligible for either of those provisions.
The Office of the Board of Studies has consulted Professor Max Coltheart. He has supported the view that the Board has offered provisions appropriate to Joshua’s condition. Professor Coltheart advised that the provision of rest, and flexibility in using it, were helpful. Students with conditions similar to Joshua’s find reading to be tiring and report that short rest breaks are helpful. Professor Coltheart stated that the reasoning behind the Board’s determination of Joshua’s special provisions is consistent with his understanding of the condition, and that the provision of extra time could provide an advantage.
The Board of Studies recognised and provided for dyslexia long before the passage of legislation in 2008. Paediatricians and psychologists on the special provisions panel are required to update their knowledge and skills through their professional registration process. All panel members meet annually to review the guidelines used to determine special provisions. Senior Board officers meet and consult regularly with their counterparts in other states and territories to discuss the application of special provisions.
The Board is considering a further appeal from Joshua’s school that involves a review of the case, including additional evidence, by an expert panel member not involved in the original decision. If the review leads to a different recommendation there may be further provisions granted.
