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Special provisions FAQs
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Eligibility and application
How does a student start an application and who determines eligibility?
Students should start by speaking with their SACE Coordinator for advice regarding the requirements for applying.
It is the responsibility of the school to determine eligibility for Special Provisions, based on evidence provided by the student, teachers and/or other supporting information.
What sorts of evidence should be provided to support a special provisions application?
Evidence will vary between students. This is because each student will have different needs. See Step 2: Gather evidence on the How to apply page for examples.
What circumstances are not eligible for special provisions?
- unfamiliarity with the English language
- teacher absence or other teacher-related difficulties
- matters that the student could have avoided (e.g. misreading an examination timetable, or instructions in examinations)
- matters of the student’s own choosing (e.g. a family holiday)
- matters that the school could have avoided (e.g. incorrect enrolment in a subject).
School responsibilities
Who is responsible for identifying, implementing and granting special provisions?
Schools are responsible for identifying and implementing reasonable adjustments that can be managed within the school context and do not require a change to SACE Board processes. For example, decisions about adjustments to school set assessment deadlines, adjustments to the number or format of tasks in a school assessment type or the granting of extra time, rest breaks or word processors in tests and examinations can be determined and managed by schools.
For students with disability, schools must meet their legal obligations under the Disability Discrimination Act 1992 and Disability Standards for Education 2005 in determining and implementing reasonable adjustments in curriculum and assessment.
Schools:
- establish eligibility for special provisions
- advise students of the availability of special provisions on the grounds of disability
- provide evidence of the incident, relevant comments, or documentation of the section(s) of work
- forward to the SACE Board student requests for special provisions on the grounds of misadventure/personal circumstances, with the required evidence
- where appropriate, advise students of the progress of their request
- discuss with students the outcome of a request, and any implications.
Schools can seek advice from the SACE Board to support the fair, flexible, and equitable management of special provisions at the school level.
Do schools need to keep records of special provisions in their school?
Schools maintain records of the reasonable adjustments provided to students for school and/or external assessments at Stage 1 and Stage 2. See record-keeping and reporting for information on the responsibilities of schools and the SACE Board.
The records should enable schools to meet any reporting obligations to sectors and for the ‘Nationally consistent collection of data on school students with disability’ for the purposes of sections 4, 52(3A) and 58A of the Australian Education Regulation 2013.
Schools can use or adapt the record of special provisions workbook to record [XLS 38KB] special provisions requests, decisions, and adjustments in their school.
Schools can also use the school processes checklist [DOC 99KB] to support them to meet their legal obligations under the Disability Discrimination Act 1992 and Disability Standards for Education 2005.
SACE Board responsibilities
What is the role of the SACE Board in the granting of special provisions?
The SACE Board is responsible for considering and approving requests for reasonable adjustments for eligible students in external assessments at Stage 2 that affect SACE Board processes.
For example, adjustments to the font size, length, format, or colour of a SACE Board examination, extensions to the submission of results, or collection of materials for external investigations, or requests for the use of a derived result would all require action on the part of the SACE Board to be implemented. The SACE Board is also responsible for considering requests for special provisions in examinations on the grounds of misadventure and personal circumstances. For more, see What are reasonable adjustments?
The SACE Board also:
• considers requests for the use of a derived result
• derives a result statistically from the predicted results (for examinations)
• in cases where students sat an examination, awards the higher of the actual or derived result
• notifies students of the outcome of the request for a derived result.
The SACE Board is available to help schools to support the fair, flexible, and equitable management of special provisions in their school. Schools, students, and parents can seek advice from the SACE Board at SACE.SpecialProvisions@sa.gov.au or 1300 322 920.
Electronic examinations
Can students access special provisions for the electronic examination?
Yes, eligible students, can access special provisions for electronic exams. Please contact the SACE Board for advice.
Flexibility of special provisions
Are all students treated the same way if they need special provisions?
Not necessarily. The policy should be applied flexibly. Reasonable adjustments may vary and are determined on a case-by-case basis, according to the needs of the student and the nature of the assessment.
Special provisions vs Modified Subjects
What is the difference between special provisions and Modified Subjects?
Adjustments under the Special Provisions in Curriculum and Assessment Policy [PDF 143KB], are reasonable adjustments in curriculum and assessment that enable eligible students to participate in SACE curriculum and assessment on the same basis as other students. Adjustments might, for example, include; extension of a deadline, additional time for a test or examination, an adjustment to font size or paper colour or the use of assistive technology. The knowledge, skills and standards of subjects are maintained.
Modified Subjects are intended for the small group of eligible students with disability whose learning needs cannot be sufficiently addressed through the flexibilities of SACE subjects and/or with reasonable adjustments under the Special Provisions in Curriculum and Assessment Policy. Personal learning goals and a focus on the development of capabilities are the basis for learning and assessment in Modified Subjects. Results of Modified Subjects are reported as 'completed' or 'not completed' rather than A to E (Stage 1) or A+ to E- (Stage 2).
Stage 2 Modified Subjects are not Tertiary Admission Subjects and therefore cannot contribute towards an ATAR.
Derived results
What is a derived result?
Individual students or whole classes of students that are unable to complete all or part of their external assessment due to an illness, misadventure or personal circumstances, may apply for a derived result. A derived result is a calculated score that may be used in place of a student’s actual result if the application is approved.
The purpose of a derived result is to provide a result for the student’s external assessment that reflects the level of expected achievement based on the learning and achievement the student has demonstrated over the year.
Teachers submit a predicted exam result for each of their students, based on the student’s performance throughout the year and their available assessment evidence.
How is a result derived?
To derive the fairest possible examination result, the SACE Board uses a range of inputs to statistically calculate a derived result for each approved application. These inputs are based on evidence taken from the student’s assessments, including:
- predicted exam result
- the performance of the cohort in the exam
- the student’s school assessment results
Students should be encouraged to attempt their external assessment where possible as they will receive the higher of their actual or derived result.
The school is responsible for requesting a derived result from the SACE Board by completing and submitting Special provisions - request for use of the derived result (Form 32) [PDF 127KB].
What if a student is ill on the day of or during their exam?
Students can request the use of a derived result for their Stage 2 exams if they are suffering from a medical condition (including an illness) or a psychological disorder, and are:
- unable to attend an exam
- sit an exam while ill
If possible, the student should attempt their examination as this provision enables the higher result to be used from their actual assessment result and the derived assessment result.
All requests for a derived result must include a clear recommendation from the student’s principal (or delegate) regarding the eligibility of the student for special provisions, the accuracy of the information provided, and whether or not the request is supported by the school.
To request the use of the derived result based on an unexpected medical condition (e.g. illness, psychological disorder, or physical injury), the student must consult with a medical practitioner and/or psychologist, on the day of the examination.
The student must ask the medical practitioner and/or psychologist to complete the confidential report outlined in Section 2 of the Special provisions - request for use of the derived result (Form 32) [PDF 127KB].
This report will verify the student’s condition on the day of the examination and should be emailed directly to the SACE Coordinator within 3 business days of the consultation.
To request the use of a derived result, schools must submit the Special provisions - request for use of the derived result (Form 32) [PDF 127KB] within 3 business days of the student’s last examination.
Applications outside of this period will not be considered.
What evidence should health professionals provide?
For students who were ill during their examination or were unable to attend, please complete 'Section 2: Confidential medical practitioner's report', parts A and B of the Special provisions - request for use of the derived result (Form 32) [PDF 127KB].
Depending on individual students’ circumstances, health professionals are asked to provide evidence to help schools, and the SACE Board determine eligibility for the granting of special provisions.
Information provided should be more detailed than a medical certificate of sickness.
The doctor or health professional must not be related to the student.
What is misadventure?
A misadventure is an incident beyond the control of the student that affects their ability to participate in an assessment on the same basis as other students. For example: a car accident, or a fire alarm during an exam.
What is a personal circumstance?
A personal circumstance is an incident beyond the control of the student, that affects their ability to participate in an assessment on the same basis as other students. For example: a death in the family or cultural obligations.
What if a student(s) experiences a misadventure or personal circumstance just before or during their exam?
To request the use of a derived result, schools must submit the Special provisions - request for use of the derived result (Form 32) [PDF 127KB] within 3 business days of the student’s last examination.
Applications outside of this period will not be considered.
All requests for a derived result must include a clear recommendation from the student’s principal (or delegate) regarding the eligibility of the student for special provisions, the accuracy of the information provided, and whether or not the request is supported by the school.
Note: Events such as birthdays, weddings, holidays or watching sports events are not valid grounds for special provisions applications. These are not grounds for applying to sit SACE examinations interstate or overseas, nor are they grounds for the SACE Board to waive or reschedule attendance at an examination.
Investigations and performances
Students are not exempt from completing their external assessment.
Please contact the SACE Board directly regarding matters relating to special provisions for investigations and performances.
If an application for the use of a derived result is required, it must include the student's work (for example drafts, rehearsals or auditions). Applications submitted without the required evidence work will not be considered.
How will students be notified of the outcome of their application?
Once the SACE Board has made a decision, a letter will be sent to the student and the school, which will provide the outcome of the application for the use of a derived result.
To ensure the letter is sent to the correct address, it is important to ensure the school has your current postal address before your application is submitted.
Note: A student whose request for the use of a derived result is not granted by the SACE Board will be notified at the end of the examination period. If the request is granted, the student will be notified prior to results release.
Official documentation
Will the special provisions a student has been granted appear on their Record of Achievement or SACE Certificate?
No. The SACE Board does not report the granting of special provisions in a particular subject on the student’s Record of Achievement or the Certificate.
Student appeals
Can a student appeal a decision?
Yes. A grievance, appeal, and investigation process is available when a student (or an associate of the student) believes that decisions or other actions taken in relation to special provisions in curriculum and assessment, for either school or external assessments, have not been carried out in accordance with the SACE Board’s Special Provisions in Curriculum and Assessment Policy [ PDF 142KB]. The SACE Board’s Protocols and Procedures for Assessment Related Grievances, Appeals, and Investigations [PDF 227KB] outline the processes to be followed.
Reasonable adjustments
What reasonable adjustments are available ?
Reasonable adjustments may include, but are not limited to:
- additional writing time in timed assessments and exams
- additional reading time in timed assessments and exams
- invigilation in a separate room (this may require additional exam materials to complete the exam. e.g. an additional audio file for language exams)
- extensions to due dates
- provision of tests and exams electronically, or in paper format
- reduction to the length of a test
- rest breaks
- special printing requirements for tests and exams (e.g. enlarged print, special font, coloured paper, Braille paper, printing with or without particular colours)
- time to attend to medical needs without loss of test or exam time
- use of a reader,
- use of a clarifier
- use of Bluetooth headphones for sensory management during external examinations
- use of headphones for noise cancelling purposes during external examinations
- use of a word processor or scribe
- variations to the form of assessment, such as a written task presented orally if learning requirements can still be met).
Reasonable adjustments should be determined on a case-by-case basis according to the individual needs of the student and nature of the assessment and therefore vary. Adjustments should ensure that students with disabilities can access and participate in education and assessment on the same basis as their peers.
What circumstances are not considered for reasonable adjustments?
When determining reasonable adjustments special provisions cannot be used to compensate for learning that has not occurred. A student cannot be granted exemption from the learning requirements or the knowledge and skill requirements of a subject outline or be granted exemption from any of the SACE certification requirements through special provisions.
In determining reasonable adjustments, schools should be aware that:
- students cannot be exempted from one or more learning requirements in a subject or from providing evidence for a whole assessment type
- performance standards in a subject are not adjusted for students who have been granted special provisions
- an alternative adjustment to the student's preferred form of adjustment may be provided, if the alternative is effective in achieving the desired purpose
- special provisions should not cause undue hardship for the student (for example, by requiring a student to sit a test or exam of excessive length) or unjustifiable hardship for the school (for example, by creating a considerable financial burden for the school).
If reasonable adjustments affect SACE Board processes schools and students complete and submit the Special provisions - request for external assessment adjustments (Form 31) [PDF 116KB].
Contacts and further support
Who do I contact at the SACE Board if I need clarification or advice?
Schools, students, and parents can seek advice from the SACE Board at SACE.SpecialProvisions@sa.gov.au or 1300 322 920.
Is there any professional learning or training available for school staff who are new to special provisions?
In addition to the resources on this site, teachers and SACE coordinators can access information sheet 58 and the special provisions course through the SACE Board’s online professional learning platform PLATO to learn more about the policy, grounds for eligibility, and school, student and SACE Board responsibilities.
Schools can also seek advice from the SACE Board at SACE.SpecialProvisions@sa.gov.au or 1300 322 920.