Quick Reference Guide for Examiners
This quick reference guide is designed to support the Guidelines for the Examination of Students with Disabilities.
Forms of support in examinations for students with disabilities
The quick reference describes the most common compensatory supports at KTH for students with documented lasting disabilities. It also describes the procedural rules for managing the support and why the support can generally be made available. These descriptions are not comprehensive, but there are more possible reasons why a student has a recommended support than what is covered in this quick reference guide.
The compensatory R-and P-supports are administered in accordance with the general procedure. The general procedure describes how the support is administered and who is responsible for what in the process. The general procedure is divided into what is to be done by different roles/functions before, during and after examination. Some types of support are not possible to administer in accordance with the general procedure. In these cases, the following options are to be used.
General procedure with additions
Granted support is administered in accordance with the general procedure, with the addition that the examiner for example needs to complete the wording of information in some respects. The matrix ”description of R- and P-support” states what else the examiner needs to do.
Some types of support require that different functions at KTH work together on the examination in order for the student to be able to receive compensatory support. The support is administered on the basis of special administration described in the matrix in Annex 2. The person responsible for initiating contact is indicated in the annex.
A support that is administered through the examiner responsibilities is support for examination different from written examination in exam halls, e.g. oral examination or submission of assignments. With this type of examination, the examiner is responsible for the student receiving the support.
Spatial Support (R) and educational support (P)
The F codes used earlier are replaced by R and P codes in order to clarify the type of compensatory support that applies to the student.
Adjustments relating to space, time and physical circumstances are normally considered as granted by the examiner. The examiner who wants to reject this type of adjustment must actively say no and justify the rejection on the basis of the learning outcomes. For example, extended writing time or a separate exam room.
Educational adjustments must always be investigated by the examiner, in consultation with the Programme Director, Director of First and Second Cycle Education, Director of Third Cycle Education or Director of Studies. In the event of a rejection, the examiner must justify this on the basis of the learning outcomes. Educational adjustments are such support that can influence the way in which students can demonstrate their knowledge and skills. For example, these supports may include calculators and formal collection.
In accordance with the current guideline, R Support is deemed granted if the examiner does not reject the support in accordance with the decision template, “Rejection/Grant of request for customised examination”. For P Support, the examiner must always grant/reject support that is to be given in accordance with the decision template, “Rejection/Grant of request for customised examination”. The most common R and P Supports are numbered, explained and summarised in ”description of R- and P-support”. Whether a support is classified as R or P support sometimes depends on the student’s disability. The number after R/P is always the same for the type of support.
How can I see which students have been recommended support?
In the personal menu, under Services, Course Participants you as examiner will find the R and P codes for the students in your student group who have been recommended compensatory support. A student can have several recommended supports.
Support in the study situation
The student can also receive adjustments and support in the study situation. The following supports are common in the study situation: mentor support, support with notes, audio and video recording in teaching, talking books and resource rooms. These supports do not apply to examination.