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Toolkits
Exam arrangements for learners with autism
Toolkits
Exam arrangements for learners with autism
Toolkits
Exam arrangements for learners with autism
Summary
If you’re autistic (or think you might be) and have to sit exams, you might find that typical exam settings – timed papers, large rooms, lots of instructions, limited breaks – can work against you.
Being autistic can mean experiencing particular challenges in exams, such as sensory overload, unexpected changes, difficulty processing instructions, or needing more time to organise your thoughts.
In UK schools, colleges and universities, you can ask for access arrangements or reasonable adjustments so you can demonstrate what you know under fair conditions.
These adjustments don’t change what you’re being assessed on – they change how you’re assessed.
Read this article
7m
What kind of adjustments might help
Here are some common exam adjustments that may help autistic learners, depending on individual needs:
Extra time (often +25 %) so you have more time to process questions, manage anxiety or sensory issues.
Supervised rest breaks during the exam to recover focus or regulate sensory or emotional overload (these don’t count as part of your writing time).
Separate or smaller room (or quieter environment) to reduce distractions from others and minimise sensory triggers (noise, movement).
Use of a laptop if organising thoughts, handwriting or staying on task is more difficult under timed conditions.
Use of specialist software, such as text-to-speech or dictation tools, to help reduce distractions and support getting ideas into writing.
Clear instructions & familiarisation: though not always formally listed as an “adjustment”, being given exam format information in advance, practice with same conditions, and familiarisation with the room or equipment helps reduce anxiety.
Flexibility in exam scheduling or time of day (if your focus or sensory regulation varies) – this may be part of the arrangements in some centres.
How the process works in school, college & university
School & College (GCSEs, A-Levels, FE)
Contact your SENDCo (Special Educational Needs and Disabilities Coordinator) or Learning Support/ Exams Officer as soon as possible – ideally when you begin the course so arrangements can be included in mocks and the standard exam.
Provide evidence such as an autism diagnosis, an educational psychologist report, records showing how you have worked with adjustments in class/tests, and how your condition affects you in exam-type settings (processing, sensory, anxiety).
The centre uses the Joint Council for Qualifications (JCQ) “Access Arrangements” process to apply for adjustments.
It’s strongly recommended that you use the approved adjustments in mocks/practice to establish your “normal way of working” – meaning what support you regularly use in class and exams. This supports the application.
Confirm that your agreed adjustments are in place for the real exam(s) – check your timetable and room allocation.
University
After you enrol, contact your university’s Disability / Accessibility Service as soon as possible.
After you enrol, contact your university’s Disability / Accessibility Service as soon as possible.
Provide your evidence (diagnosis or assessment, previous adjustments, how autism affects you in timed assessment settings).
A Learning Support Plan will be agreed, outlining exam adjustments and other academic support.
Make sure your exam adjustments appear on your student record, and familiarise yourself with how they’ll work (for example, exam room, laptop, extra time).
If you change courses or have new issues (e.g. sensory environment problems, new accommodation), ask for a review of your adjustments.
Important things to keep in mind
Being autistic doesn’t automatically mean you’ll get all adjustments listed above; the key is showing how your autism substantially and long-term impacts your performance in exam conditions.
Your normal way of working is crucial: if you already use certain support (extra time in class, rest breaks, laptop) then that strengthens the case. If you haven’t used any support before, institutions may ask for more evidence.
Apply early – exam boards and institutions need time to approve adjustments. Waiting until right before exams reduces flexibility.
Even with adjustments, you still need to prepare for the exam as best you can. Practice under the same conditions (with extra time, in quieter room, etc.), so you know how it feels.
Keep a record of all documentation: diagnostic reports, previous adjustments, correspondence, mock exam results under adjusted conditions.
If you find something isn’t working (e.g. the quieter room is still too noisy or you find you need different adjustments) don’t wait for next exam cycle – ask for a review.
Final word
If you’re autistic and sitting exams, you have the right to ask for fair conditions so you can show what you know, not just how well you cope with exam stress or distractions. The aim is to remove barriers, not lower expectations.
Read this article
7m
What kind of adjustments might help
Here are some common exam adjustments that may help autistic learners, depending on individual needs:
Extra time (often +25 %) so you have more time to process questions, manage anxiety or sensory issues.
Supervised rest breaks during the exam to recover focus or regulate sensory or emotional overload (these don’t count as part of your writing time).
Separate or smaller room (or quieter environment) to reduce distractions from others and minimise sensory triggers (noise, movement).
Use of a laptop if organising thoughts, handwriting or staying on task is more difficult under timed conditions.
Use of specialist software, such as text-to-speech or dictation tools, to help reduce distractions and support getting ideas into writing.
Clear instructions & familiarisation: though not always formally listed as an “adjustment”, being given exam format information in advance, practice with same conditions, and familiarisation with the room or equipment helps reduce anxiety.
Flexibility in exam scheduling or time of day (if your focus or sensory regulation varies) – this may be part of the arrangements in some centres.
How the process works in school, college & university
School & College (GCSEs, A-Levels, FE)
Contact your SENDCo (Special Educational Needs and Disabilities Coordinator) or Learning Support/ Exams Officer as soon as possible – ideally when you begin the course so arrangements can be included in mocks and the standard exam.
Provide evidence such as an autism diagnosis, an educational psychologist report, records showing how you have worked with adjustments in class/tests, and how your condition affects you in exam-type settings (processing, sensory, anxiety).
The centre uses the Joint Council for Qualifications (JCQ) “Access Arrangements” process to apply for adjustments.
It’s strongly recommended that you use the approved adjustments in mocks/practice to establish your “normal way of working” – meaning what support you regularly use in class and exams. This supports the application.
Confirm that your agreed adjustments are in place for the real exam(s) – check your timetable and room allocation.
University
After you enrol, contact your university’s Disability / Accessibility Service as soon as possible.
After you enrol, contact your university’s Disability / Accessibility Service as soon as possible.
Provide your evidence (diagnosis or assessment, previous adjustments, how autism affects you in timed assessment settings).
A Learning Support Plan will be agreed, outlining exam adjustments and other academic support.
Make sure your exam adjustments appear on your student record, and familiarise yourself with how they’ll work (for example, exam room, laptop, extra time).
If you change courses or have new issues (e.g. sensory environment problems, new accommodation), ask for a review of your adjustments.
Important things to keep in mind
Being autistic doesn’t automatically mean you’ll get all adjustments listed above; the key is showing how your autism substantially and long-term impacts your performance in exam conditions.
Your normal way of working is crucial: if you already use certain support (extra time in class, rest breaks, laptop) then that strengthens the case. If you haven’t used any support before, institutions may ask for more evidence.
Apply early – exam boards and institutions need time to approve adjustments. Waiting until right before exams reduces flexibility.
Even with adjustments, you still need to prepare for the exam as best you can. Practice under the same conditions (with extra time, in quieter room, etc.), so you know how it feels.
Keep a record of all documentation: diagnostic reports, previous adjustments, correspondence, mock exam results under adjusted conditions.
If you find something isn’t working (e.g. the quieter room is still too noisy or you find you need different adjustments) don’t wait for next exam cycle – ask for a review.
Final word
If you’re autistic and sitting exams, you have the right to ask for fair conditions so you can show what you know, not just how well you cope with exam stress or distractions. The aim is to remove barriers, not lower expectations.
Written by Tim Jones
Listen to this article
0:00/1:34
Summary
If you’re autistic (or think you might be) and have to sit exams, you might find that typical exam settings – timed papers, large rooms, lots of instructions, limited breaks – can work against you.
Being autistic can mean experiencing particular challenges in exams, such as sensory overload, unexpected changes, difficulty processing instructions, or needing more time to organise your thoughts.
In UK schools, colleges and universities, you can ask for access arrangements or reasonable adjustments so you can demonstrate what you know under fair conditions.
These adjustments don’t change what you’re being assessed on – they change how you’re assessed.
Read this article
If you’re autistic (or think you might be) and have to sit exams, you might find that typical exam settings – timed papers, large rooms, lots of instructions, limited breaks – can work against you.
Being autistic can mean experiencing particular challenges in exams, such as sensory overload, unexpected changes, difficulty processing instructions, or needing more time to organise your thoughts.
In UK schools, colleges and universities, you can ask for access arrangements or reasonable adjustments so you can demonstrate what you know under fair conditions.
These adjustments don’t change what you’re being assessed on – they change how you’re assessed.
What kind of adjustments might help
Here are some common exam adjustments that may help autistic learners, depending on individual needs:
Extra time (often +25 %) so you have more time to process questions, manage anxiety or sensory issues.
Supervised rest breaks during the exam to recover focus or regulate sensory or emotional overload (these don’t count as part of your writing time).
Separate or smaller room (or quieter environment) to reduce distractions from others and minimise sensory triggers (noise, movement).
Use of a laptop if organising thoughts, handwriting or staying on task is more difficult under timed conditions.
Use of specialist software, such as text-to-speech or dictation tools, to help reduce distractions and support getting ideas into writing.
Clear instructions & familiarisation: though not always formally listed as an “adjustment”, being given exam format information in advance, practice with same conditions, and familiarisation with the room or equipment helps reduce anxiety.
Flexibility in exam scheduling or time of day (if your focus or sensory regulation varies) – this may be part of the arrangements in some centres.
How the process works in school, college & university
School & College (GCSEs, A-Levels, FE)
Contact your SENDCo (Special Educational Needs and Disabilities Coordinator) or Learning Support/ Exams Officer as soon as possible – ideally when you begin the course so arrangements can be included in mocks and the standard exam.
Provide evidence such as an autism diagnosis, an educational psychologist report, records showing how you have worked with adjustments in class/tests, and how your condition affects you in exam-type settings (processing, sensory, anxiety).
The centre uses the Joint Council for Qualifications (JCQ) “Access Arrangements” process to apply for adjustments.
It’s strongly recommended that you use the approved adjustments in mocks/practice to establish your “normal way of working” – meaning what support you regularly use in class and exams. This supports the application.
Confirm that your agreed adjustments are in place for the real exam(s) – check your timetable and room allocation.
University
After you enrol, contact your university’s Disability / Accessibility Service as soon as possible.
After you enrol, contact your university’s Disability / Accessibility Service as soon as possible.
Provide your evidence (diagnosis or assessment, previous adjustments, how autism affects you in timed assessment settings).
A Learning Support Plan will be agreed, outlining exam adjustments and other academic support.
Make sure your exam adjustments appear on your student record, and familiarise yourself with how they’ll work (for example, exam room, laptop, extra time).
If you change courses or have new issues (e.g. sensory environment problems, new accommodation), ask for a review of your adjustments.
Important things to keep in mind
Being autistic doesn’t automatically mean you’ll get all adjustments listed above; the key is showing how your autism substantially and long-term impacts your performance in exam conditions.
Your normal way of working is crucial: if you already use certain support (extra time in class, rest breaks, laptop) then that strengthens the case. If you haven’t used any support before, institutions may ask for more evidence.
Apply early – exam boards and institutions need time to approve adjustments. Waiting until right before exams reduces flexibility.
Even with adjustments, you still need to prepare for the exam as best you can. Practice under the same conditions (with extra time, in quieter room, etc.), so you know how it feels.
Keep a record of all documentation: diagnostic reports, previous adjustments, correspondence, mock exam results under adjusted conditions.
If you find something isn’t working (e.g. the quieter room is still too noisy or you find you need different adjustments) don’t wait for next exam cycle – ask for a review.
Final word
If you’re autistic and sitting exams, you have the right to ask for fair conditions so you can show what you know, not just how well you cope with exam stress or distractions. The aim is to remove barriers, not lower expectations.
Written by Tim Jones
Prior to co-founding Booost Education, Tim previously worked with neurodivergent and disabled students at various universities and trained as an assistive technology consultant with AbilityNet.
Written by Tim Jones
Prior to co-founding Booost Education, Tim previously worked with neurodivergent and disabled students at various universities and trained as an assistive technology consultant with AbilityNet.
