Sɔ dabere hwɛ: bere foforo, dan a ɛtetew mu ne sɛnea wobebisa¶

Sɔhwɛ dabere, a wɔsan frɛ no nhyehyɛe a wɔde kɔ hɔ, nsakrae a ntease wom anaa sɔhwɛ mmoa, yɛ nsakrae a wɔyɛ wɔ sɛnea wɔyɛ sɔhwɛ mu sɛnea ɛbɛyɛ a osuani a wadi dɛm, akwahosan tebea anaa adesua mu nsonsonoe betumi akyerɛ nea onim. Bere foforo, dan a ɛyɛ soronko, ahomegye bere, akenkanfo anaa kɔmputa yɛ nhwɛso ahorow a wɔtaa yɛ. Wɔmfa mfaso a ɛnteɛ mma. Woyi akwanside bi a ɛne nimdeɛ a wɔahyɛ da ayɛ sɛ sɔhwɛ no susuw no nni hwee yɛ no fi hɔ.

Sukuufo pii a anka wɔbɛfata no mmisa da, efisɛ wɔn ani awu, wonnim ɔkwan a wɔfa so yɛ no, anaasɛ wosusuw sɛ mmuae no bɛyɛ dabi. Saa akwankyerɛ yi kyerɛkyerɛ nea ɛwɔ hɔ, sɛnea wobɛsrɛ, adanse a ebia wubehia, sɛnea ɛsono hokwan ahorow a wowɔ wɔ ɔman biara mu, ne nea enti a bere a wode bɛyɛ adwuma no ho hia mu. Wɔakyerɛw ama asuafo ne awofo, na ɛsan nso kyerɛkyerɛ bere a ɛsɛ sɛ wohu ɔfotufo, oduruyɛfo anaa ɔhaw kwan so.

Yɛ eyi mprempren¶

1. Ka kyerɛ wo sukuu nnɛ, sɛ sɔhwɛ no abɛn mpo a. Di sɔhwɛ sohwɛfoɔ, nwomasua ahiadeɛ titire ho ɔhwɛfoɔ, adesua mmoa adwumayɛbea anaa sukuu ɔfotufoɔ nkyɛn, na ka sɛ wohia sɔhwɛ dabere.
2. Bisa bere a wɔde bɛma no ne adanse a ehia. Sukuu ne sɔhwɛ akuw na ɛde bere a wɔde bɛma no na ebetumi adi adapɛn anaa asram pii anim. Kyerɛw nna no to hɔ.
3. Kyerɛw oduruyɛfo anaa oduruyɛfo titiriw nsrahwɛ sɛ wunni nkrataa biara a. Bisa krataa anaa amanneɛbɔ a ɛkyerɛkyerɛ wo tebea no ne sɛnea ɛka sɔhwɛ ahorow mu.
4. Boaboa kyerɛwtohɔ a ɛwɔ hɔ dedaw ano. Boaboa nhwehwɛmu a atwam, ankorankoro nhomasua nhyehyɛe, nhyehyɛe 504, aduruyɛ nkrataa, anaa amanneɛbɔ a ɛfa dabere a atwam ho ano.
5. Kyerɛw krataa bisa dabere pɔtee bi. Kyerɛkyerɛ nea wuhia, nea enti a wuhia, ne sɛnea ɛboa. Fa bi sie.
6. Di akyi na sua. Bisa sɛ wɔmfa krataa nsi so dua, afei fa dabere no sua, te sɛ bere a wode bɛhyɛ bere a ɛboro so no mu, enti ɛbɛyɛ te sɛ nea ɛyɛ daa da no.

Sɛ w’akwahosan anaa w’ahobanbɔ wɔ asiane mu ntɛm ara a, frɛ wo mpɔtam hɔ nɔma a ɛhia ntɛm (911 wɔ United States ne Canada, 112 wɔ Europa Aman Nkabom Kuo no nyinaa mu, 999 wɔ United Kingdom). Na nɔma ahorow a egye ntɛmpɛ kratafa no kyerɛ aman afoforo a wɔne wɔn di nkitaho.

Dɛn na dabere yɛ¶

Dabere sesa sɛnea wɔde sɔhwɛ bi ma anaa sɛnea woyɛ ho biribi, a ɛnsakra nea sɔhwɛ no susuw. Nea ɛne eyi bɔ abira no, nsakrae bi sesa sɔhwɛ no ankasa mu nsɛm anaa gyinapɛn, na mpɛn pii no, enni hɔ wɔ abɔnten sɔhwɛ ahorow mu. Nsonsonoe no ho hia efisɛ wɔtaa pene dabere dodow no ara so bere a adanse foa so no, bere a nsakrae a wɔyɛ no ntaa mma no.

Dabere a wɔtaa nya¶

Sɔhwɛ akuw ahorow de din ne anohyeto ahorow di dwuma. Hwɛ wo sɔhwɛ pɔtee no mmara bere nyinaa, efisɛ nea wɔma ho kwan wɔ sukuu sɔhwɛ mu no betumi ayɛ soronko wɔ ɔman sɔhwɛ mu.

Hena na obetumi afata¶

Sɛ obi fata a, egyina hia a ehia so, na ɛnyɛ nkyerɛwde a wɔde kyerɛw so. Asuafoɔ bɛtumi afata ama dabere sɛ wɔwɔ:

• Adesua mu nsɛnnennen pɔtee bi te sɛ akenkan mu haw, dysgraphia anaa dysgraphia.
• Attention deficit hyperactivity yare a ɛma obi yɛ ade tra so.
• Autism spectrum tebea bi a ɛwɔ hɔ.
• Dadwen, adwenemhaw, ehu, anaa adwenemyare foforo.
• Nipadua mu dɛmdi anaa ayaresa tebea a ɛtra hɔ kyɛ te sɛ asikreyare, akisikuru, ɛyaw a enni sabea anaa komayare.
• Aniwa anaa aso a ɛyɛ mmerɛw.
• Bere tiaa mu tebea te sɛ nsa a abubu, akisikuru anaa yare a emu yɛ den.
• Kasa ahiade bi, wɔ nhyehyɛe ahorow bi mu ma asuafo a wɔresua sɔhwɛ no kasa.

Sɛ wunnim sɛ wofata anaa a, bisa. Sukuu anaa sɔhwɛ kuw no na esi gyinae, nanso wontumi mpow wo wɔ biribi a woammisa da ho.

Wo hokwan ahorow a ɛwɔ ɔman biara mu¶

Hokwan ahorow ne akwan horow a wɔfa so yɛ no gu ahorow kɛse. Nsɛm a wɔaboaboa ano a ɛwɔ aseɛ ha no yɛ nea ɛfa biribiara ho na wɔde aman biara ahyɛ mu. Mmara sesa, enti hwɛ mprempren mmara a ɛwɔ wo nhomasua mpanyimfo ne sɔhwɛ bagua no mu.

Wɔ United States no¶

• Mmara. Ɔfa 504 a ɛwɔ Rehabilitation Act, Amerikafoɔ a wɔadi dɛm Mmara ne Ankorankoro a wɔadi dɛm Nhomasua Mmara no bɔ asuafoɔ a wɔadi dɛm ho ban. Ɔman sukuu ahorow nam ankorankoro nhomasua nhyehyɛe anaa 504 nhyehyɛe so ma dabere. Kɔlege ahorow nam mmubuafo adwumayɛbea bi so de ma.
• Nsɔhwɛ a wɔahyɛ da ayɛ. Kɔlege Boayikuo (SAT, Advanced Placement), ACT, ne sɔhwɛfoɔ foforɔ a wɔde sɔhwɛ ma no wɔ wɔn ankasa nhyehyɛeɛ. Ebia asuafoɔ a wɔwɔ sukuu nhyehyɛeɛ a ɛwɔ hɔ dada no bɛtumi de adi dwuma sɛ akwammisa krataa no fã, nanso sɔhwɛ dwumadie no na ɔsi gyinaeɛ sɛ wɔbɛpene so.
• Bere. Kɔlege Boayikuw no tu asuafo fo sɛ wonni kan mfa wɔn ho nhyɛ mu yiye, na wɔka sɛ nhwehwɛmu betumi agye adapɛn pii, enti fa akwammisa krataa ntɛm. ACT nso tu fo sɛ bisa dabere ntɛm. Hwɛ bere a wɔde ama no mprempren a wɔatintim no.
• Adanse. Wɔn a wɔde mmoa ma no taa bisa nkrataa, te sɛ sukuu nhyehyɛe, nhwehwɛmu amanneɛbɔ anaa adwumayɛfoɔ krataa, ne nkyerɛkyerɛmu a ɛfa sɛdeɛ tebea no ka sɔhwɛ ho.
• If refused. Both providers have appeal processes. Parents can also ask the school district for support and, where rights are violated, file a complaint with the Office for Civil Rights.

Sɛ wopɛ sukuu nhyehyɛe ne akasakasa ho nsɛm pii a, hwɛ akwankyerɛ a ɛfa special education IEP violations and improper suspension.

Wɔ United Kingdom no¶

• Mmara. Equality Act 2010 hwehwɛ sɛ sukuu ne sɔhwɛ akuo ahodoɔ yɛ nsakraeɛ a ɛfata ma asuafoɔ a wɔadi dɛm wɔ England, Scotland ne Wales. Northern Ireland wɔ n’ankasa mmara a ɛfa nyiyim a ɛfa dɛmdi ho.
• Process. For many general qualifications, the Joint Council for Qualifications sets the rules for access arrangements, which cover extra time, rest breaks, readers, scribes and more. The school or college submits applications for access arrangements, and an assessor may need to carry out a test, for example for extra time.
• Evidence. The school or college usually needs evidence of need and normal way of working, which means the student already uses the support in class. A formal assessment by a qualified assessor is often required for extra time.
• Timing. Deadlines are set by the exam bodies and are often in the spring for summer exams. Ask your exams officer for the current dates.
• Special consideration. If something goes wrong at the time of the exam, such as illness or bereavement, the school can apply for special consideration. See the guide on exam day logistics ne tebea horow a egye ntɛmpɛ.

In Ireland¶

• The State Examinations Commission runs reasonable accommodations in the Certificate Examinations, known as RACE. Schools apply on behalf of students, with supporting evidence, and the commission decides. Ask your school's learning support teacher or guidance counsellor for the current process and deadlines.

Wɔ Canada no¶

• Education is a provincial responsibility, so rules differ by province and territory. Human rights codes require reasonable accommodation for disability. Students typically work with the school's learning support or special education team, and provincial exam bodies provide their own request process. Post-secondary institutions have accessibility services.

Wɔ Australia no¶

• The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 require reasonable adjustments. State and territory curriculum authorities handle special provisions for senior secondary exams. Students usually apply through their school with supporting documentation. Universities have disability or access services.

In the European Union and elsewhere¶

• Many countries have national laws that require inclusive education and reasonable accommodation, often following the United Nations Convention on the Rights of Persons with Disabilities. National education ministries or exam authorities set procedures. Ask your school's guidance staff or the ministry for the official process.

International exams¶

• Organizations such as the International Baccalaureate and Cambridge have their own inclusive access arrangements policies, usually applied through the school coordinator. Contact your coordinator early, since deadlines are firm and evidence may be required.

If you are not sure where to begin in your country, start with the school or college, then the exam body's website, then a national disability or education advice service.

How to request accommodations step by step¶

Step 1: Identify what you need¶

Think about what makes exams hard for you. Is it reading speed, handwriting, concentration, anxiety, pain, medical needs? Try a short timed practice and note what slows or stops you. This helps you ask for the right support, not just "extra time" by default.

Step 2: Talk to the right person¶

Start with someone you trust at school: the exams officer, special needs coordinator, learning support lead, school counsellor or form tutor. At university, contact the disability or accessibility service. You can also ask a parent or guardian to contact the school if you are under 18.

Step 3: Learn the rules and deadlines¶

Ask:

• Which exam body rules apply to my exams?
• What is the deadline for applications?
• What evidence is needed?
• Who submits the application?
• How will I be told the outcome?
• Can I appeal if it is refused?

Write the answers down. If someone says "it is too late," ask whether there is any emergency or late route.

Step 4: Gather evidence¶

Evidence may include:

• A diagnosis or assessment report from a psychologist, doctor, specialist teacher or assessor.
• A letter from your doctor or therapist describing the condition and its effect on exams.
• A school plan such as an IEP, 504 plan or equivalent.
• Teachers' observations of how you work in class.
• Examples of your work, such as handwriting or timed writing.
• Records showing you have used the support in class and mock exams.
• Any previous approvals from earlier exams.

If you do not have a diagnosis, ask the school what is possible. Some accommodations can be supported with school evidence, and some need a formal assessment. Ask about cost, waiting times, and whether free or low cost options exist through the school or health service.

Step 5: Write your request¶

Adesrɛ pa mu da hɔ, ɛyɛ pɔtee na ɛyɛ animtew. Nhwɛsoɔ:

"Merekyerɛw sɛ merebisa sɔhwɛ dabere ama me sɔhwɛ a ɛreba no. Mewɔ [tebea] na ɛka [asɛnnennen pɔtee] wɔ sɔhwɛ a wɔahyɛ da ayɛ mu. Merebisa [bere foforo a ɛyɛ ɔha biara mu nkyem X, dan a ɛyɛ soronko, ahomegye bere]. Mede [nkrataa] abata ho. Mesrɛ wo sɛ mohia biribi foforo biara a, ka kyerɛ me, na ma menhu bere a wɔde bɛma ne anammɔn a edi hɔ."

Fa wo din, adesuakuw anaa ɔkannifo nɔma, sɔhwɛ din ne nna, ne nkitahodi ho nsɛm ka ho. Fa bi sie na hyɛ da a wode kɔmaa no nsow.

Anamɔn 6: Di akyi¶

If you hear nothing within a week, ask again. Ask for the decision in writing, including which accommodations are approved. If you disagree, ask how to appeal.

Step 7: Practise and confirm¶

Use the approved accommodation in a mock exam. If you are given extra time, practise pacing so you do not run out of energy. On exam day, check that the room and staff know about your arrangements, and carry a copy of the approval letter if allowed.

Evidence and documentation¶

What good evidence looks like¶

• It is recent, usually within a few years, though rules vary.
• It comes from a qualified professional.
• It describes the condition, how it affects reading, writing, concentration or health, and why the accommodation is needed.
• It matches your normal way of working in class.
• It is specific about recommended supports.

If you cannot afford an assessment¶

Costs of private assessments can be high. You can ask:

• Whether your school or district provides evaluations at no cost.
• Whether your doctor or a public health service can provide a letter.
• Whether a charity or disability organization offers support.
• Whether the school can use its own evidence, such as class observations, for certain arrangements.

Keeping records¶

Keep digital and paper copies of everything: reports, emails, plans and approvals. Store them where a parent or trusted adult can reach them too. Records also help later if you move schools or go to college.

Privacy¶

Your medical information is private. You choose what to share, and schools should keep it confidential and use it only for the support you have requested. If you are uncomfortable, ask who will see your records. At university, many countries have privacy laws that mean your parents may not see your records without your consent.

Mental health conditions and anxiety¶

Anxiety, panic disorder, depression and other mental health conditions can qualify for accommodations when they have a significant effect on exams. Examples include a separate room for a student with panic attacks, rest breaks, extra time, or permission to have water or a comfort item.

What to bring¶

A letter from a doctor, psychiatrist, psychologist, therapist or counsellor often helps. It might describe the diagnosis, how symptoms affect test taking, and what support is recommended. If you are still waiting for a diagnosis, a doctor's letter noting that you are under assessment may help, and schools may have a temporary plan.

Talking about it¶

You do not have to share more than is needed. You can say, "I have an anxiety condition that affects me in exams, and my doctor recommends a separate room and rest breaks." For more on managing symptoms on the day, see the guides on sɔhwɛ dadwen wɔ sɔhwɛ da na ehu a ɛba bere a wɔreyɛ sɔhwɛ no.

Temporary conditions and emergencies¶

Not every need is long term. A broken wrist, a concussion, surgery, a hospital stay or a bereavement can make a standard exam unfair. Contact your school as soon as possible, and ask:

• Can I use a scribe, a computer or extra time?
• Can I take the exam in a different room, at home or in a hospital?
• Can the exam be deferred?
• Can I apply for special consideration if I am ill on the day?

Keep medical evidence such as a doctor's note or hospital letter. Exam bodies usually require evidence for temporary arrangements.

A decision path for requesting support¶

flowchart TD
    A["You think you need exam support"] --> B["Tell the exams officer, learning support or counsellor"]
    B --> C["Ask for deadlines and evidence needed"]
    C --> D{"Do you have recent evidence?"}
    D -->|"Yiw"| E["Write a clear request and attach the documents"]
    D -->|"Dabi"| F["See a doctor or ask the school about an assessment"]
    F --> E
    E --> G["Di akyi na nya gyinaesi no wɔ krataa so"]
    G --> H{"So wɔpenee so?"}
    H -->|"Yiw"| I["Practise with the support before the exam"]
    H -->|"No or partly"| J["Ask for the reason and use the appeal process"]
    J --> K["Contact a parent, advocate or national disability service if stuck"]

If your request is refused or delayed¶

A refusal is not the end. Take these steps.

1. Ask for the decision and the reasons in writing.
2. Check whether you gave the right evidence, and whether anything is missing.
3. Ask about the appeal process and the deadline for appeals.
4. Contact the exam provider directly if allowed, often through the school.
5. Ask for interim support, such as use of the accommodation in school exams.
6. Seek advice from a student support service, advocacy group or national disability organization.
7. In the United States, parents can request a meeting with the school team and may consult special education advocates. See the guide on special education IEP violations.
8. Where discrimination is suspected, contact your national equality or education complaints body.

Keep records of all communication. Stay polite but persistent. Many requests are approved after the school provides more evidence.

If the deadline has passed¶

Ask whether a late or emergency request is possible. Exam bodies often have a route for circumstances that arose after the deadline, such as a new diagnosis, an injury or a sudden illness. Explain what changed and provide evidence. If the exam has already happened and you were disadvantaged, ask about special consideration, appeals or a retake. See the guide on nea ɛsɛ sɛ wɔyɛ bere a nea enye afi mu aba akyi.

Tips for students¶

• Ask early and keep asking.
• Do not compare your accommodations with other people's. Needs differ.
• Use your accommodation in class and mocks so it becomes routine.
• Remember that using extra time is not cheating. It is permitted support.
• Tell the invigilator if you need to use a rest break, and follow the exam rules.
• Learn how to pace yourself with extra time, so you do not tire out.
• If friends comment, you do not owe anyone an explanation.
• Look after your wellbeing: sleep, meals, movement and someone to talk to.

If you feel embarrassed or worried about being treated differently, talk to a counsellor. Many students find that accommodations bring relief and confidence.

Tips for parents¶

• Believe your child and take their difficulties seriously.
• Bisa sukuu no ntɛm fa nhyehyɛe ne adanse ho, sɛ ɛbɛyɛ yiye a, wɔ sukuu afe no mfiase anaa ansa na ɛno aba.
• Fa amanneɛbɔ, email ne nhyehyɛe ahorow sie fael.
• Bisa dabere pɔtee bi na ka nea enti a ɛte saa.
• Siesie wo ba denam nea ɛbɛba sɔhwɛ da no a wobɛkyerɛkyerɛ mu no so.
• Hyɛ wɔn nkuran ma wɔmfa mmoa nni dwuma a aniwu nnim.
• Sɛ wo ne gyinaesi bi nyɛ adwene a, bisa asɛm a wɔde kɔdan asɛnnibea ho asɛm na hwehwɛ mmoa a wɔde bɛbɔ wo ho ban.
• Kwati sɛ wode nhyɛso kɛse bɛhyɛ nea efi mu ba no so. Hwɛ akwankyerɛ no wɔ sɛnea awofo betumi aboa abofra wɔ sɔhwɛ mu adwennwen mu.

Dabere wɔ sukuupɔn ne kɔlege¶

Wɔ sukuupɔn mu no, mmoa taa nam dɛmdi, akwan a wɔfa so nya anaa asuafo yiedie dwumadie so na ɛba. Mpɛn pii no, ɛsɛ sɛ wokyerɛw wo din na wode adanse ma. Mmoa nhyehyeɛ betumi afa sɔhwɛ nhyehyɛeɛ, dwumadiɛ ntrɛmu ne nsakraeɛ foforɔ ho.

• Kyerɛw wo din ntɛm ara sɛnea wubetumi, sɛ ɛbɛyɛ yiye a, ansa na bere no afi ase.
• Bisa nna a etwa to a wɔde bɛyɛ sɔhwɛ nhyehyɛe wɔ afe nkyem abien biara mu ho asɛm.
• Ma wo nhyehyɛe no nyɛ foforo sɛ w’ahiade sesa a.
• Bisa nhyehyɛe a wɔayɛ ama sɔhwɛ ahorow a wɔbɛyɛ wɔ Intanɛt so, a ebia ebehia sɛ wotu anammɔn foforo no ho asɛm.
• Kae sɛ wo ho nsɛm yɛ kokoamsɛm na ebia wɔrenka nkyerɛ w’awofo a wompene so.

Sɛ wopɛ sɛ woyɛ sɔhwɛ wɔ Intanɛt so a, hwɛ akwankyerɛ a ɛfa intanɛt so proctoring sɔhwɛ no hwe ase.

Anansesɛm a wɔtaa ka¶

Atosɛm: Bere a wɔde ka ho yɛ mfaso a ɛnteɛ. Wɔayɛ dabere sɛnea ɛbɛyɛ a wobeyi akwanside bi afi hɔ, na ɛnyɛ sɛ ɛbɛma wɔanya ano. Sukuufo a wonni ahiade no rennya so mfaso saa ara.

Atosɛm: Sɛ mebisa a, wɔbɛdi me ho dwuma wɔ ɔkwan soronko so. Nhyehyɛeɛ no yɛ kokoamsɛm, na asuafoɔ dodoɔ no ara hunu sɛ adeyɛ no yɛ tẽẽ.

Atosɛm: Mehia sɛ wɔyɛ biribiara ho nhwehwɛmu wɔ ɔkwan a ɛfata so. Nhyehyɛeɛ bi hia sɛ wɔyɛ nhwehwɛmu wɔ ɔkwan a ɛfata so, nanso wɔbɛtumi de sukuu adanseɛ anaa oduruyɛfoɔ krataa agyina afoforo so. Bisa nea ebetumi aba.

Atosɛm: Aka akyi dodo sɛ wobɛbisa. Ɛsono bere a wɔde wie, na mpɛn pii no akwan a wɔfa so ntɛm ara wɔ hɔ. Bisa bere nyinaa.

Atosɛm: Dabere bɛtena me kyerɛwtohɔ mu daa. Sɔhwɛ nhyehyɛe taa nyɛ agyiraehyɛde wɔ wo adansedi krataa anaa wo nkyerɛwee so. Hwɛ sɔhwɛ kuw no nhyehyɛe, nanso mpɛn pii no wɔyɛ kokoam de.

Bere a ɛsɛ sɛ wɔhwehwɛ mmoa a ɛtrɛw¶

Sɔhwɛ ahorow ho apereperedi betumi asɛe adwenemyare. Wo ne sukuu fotufo, oduruyɛfo anaa ɔpanyin a wogye no di nkasa sɛ:

• Wote adwennwen, aniwu anaa anidaso a enni mu nka bere nyinaa wɔ wo nsɛnnennen ho.
• Wokwati sukuu anaa sɔhwɛ esiane ehu nti.
• Wote nka sɛ wuntumi nnyina ano bere a woretwɛn mmoa no.
• Worehyia ayayade anaa nyiyim esiane wo tebea no nti. Hwɛ akwankyerɛ no wɔ asuafo ayayade, hazing ne kɔmputa so asisifo.

Nhwehwɛmu kratasin a wɔde hwehwɛ dabere¶

• Meka kyerɛɛ me sukuu, kɔlege anaa sɔhwɛ ho ɔpanyin.
• Minim sɔhwɛ kuw no ne ne mmara.
• I wrote down all deadlines.
• I collected evidence: reports, letters and school records.
• Mekyerɛw adesrɛ bi a emu da hɔ de kaa nea mihia ne nea enti a mihia ho asɛm.
• Ná mede biribiara a mede mena no bi sie.
• I have the decision in writing.
• I practised with my accommodation.
• I confirmed arrangements before exam day.
• I know the appeal route if something goes wrong.

A worked example¶

A short example shows how the pieces fit together. Imagine a 16 year old student who has always been a slow reader and whose writing tires quickly. Her teachers notice that she knows more in class discussion than she shows on written papers.

First, she tells her form tutor, who introduces her to the learning support coordinator. The coordinator gathers her class work and mock exam papers, and suggests a screening followed by a full assessment with a qualified assessor, which the school can arrange. While she waits for the assessment, the school lets her practise using extra time in internal tests so that her normal way of working is on record.

When the assessment confirms a slow reading and writing speed, the school submits an application to the exam body with the report and evidence of her normal way of working. She receives approval for extra time and a separate room, and confirmation in writing. She practises a timed paper with her extra time and learns to use the time to check her work rather than rush. On exam day the exams officer already knows her arrangements, and she sits her papers in a quiet room.

Not every case goes this smoothly, and some take longer. The main points still apply in every country: ask early, collect evidence, make the request in writing, practise with the support and get the decision in writing.

Questions to ask at your next meeting¶

Use this list when you meet the exams officer, the counsellor or the disability service.

• Which accommodations are available for my exams, and which do you think I should apply for?
• Which evidence do you already have, and what else do you need from me or from my doctor?
• Who sends the application, and on what date?
• What happens if the evidence is late or incomplete?
• How will I know the outcome, and how soon?
• Can I practise with the accommodation before the exam?
• Will the arrangements carry over to later exams, or do we need to apply again?
• What do I do if I become unwell or something changes close to the exam?
• Who do I contact if something goes wrong on the day?
• What are my options if the request is refused?

Write the answers down and ask for a follow up email to confirm them. A clear paper trail protects you if staff change or details are forgotten.

Sources a wɔhwɛɛ mu¶

• College Board (United States), Services for Students with Disabilities policy pages.
• ACT (United States), accommodations and testing with extended time policy pages.
• United States Department of Education, Office for Civil Rights, information on Section 504 and the Americans with Disabilities Act.
• Joint Council for Qualifications (United Kingdom), Access Arrangements and Reasonable Adjustments, and special consideration guidance.
• Equality and Human Rights Commission (United Kingdom), Equality Act 2010 guidance for education.
• State Examinations Commission (Ireland), Reasonable Accommodations at the Certificate Examinations.
• Australian Government Department of Education, Disability Standards for Education 2005.
• International Baccalaureate and Cambridge, inclusive access arrangements policies.
• United Nations Convention on the Rights of Persons with Disabilities.
• National Health Service (United Kingdom), American Psychological Association (United States), pages on anxiety and learning differences.
• 988 Suicide and Crisis Lifeline (United States), Samaritans and Childline (United Kingdom), na woanya ɔhaw ho nkitahodi ho nsɛm.

Rules, forms and deadlines change often. Always check the current pages of your exam body and school. This guide is general information, not legal or medical advice, and contains no medication advice.

Nsɛm a wɔtaa bisa¶

How early should I ask for exam accommodations?¶

As early as you can, ideally at the start of the school year or even earlier. Review and approval can take several weeks, and some exam bodies have fixed deadlines months before the exam. If time is short, ask anyway, because there are often late or emergency routes.

Do I need a diagnosis to get extra time?¶

Often you need some evidence, such as an assessment, a doctor's letter or school records showing how the difficulty affects you, but the exact rules differ by country and exam body. Some arrangements can be supported by school evidence without a formal diagnosis. Ask your exams officer or learning support team what is accepted and whether free assessment options exist.

Can I get accommodations for anxiety or panic attacks?¶

Yes, in many systems anxiety and other mental health conditions can qualify when they significantly affect exams. Common supports include a separate room, rest breaks, extra time and water at the desk. A letter from a doctor or counsellor describing your needs usually helps.

What if my request is refused?¶

Ask for the decision and reasons in writing, check what evidence may be missing, and use the appeal process. You can also seek help from a student support service, a disability advocacy group or a national education or equality body. Keep records, stay polite and persistent, and ask whether any interim support or late request route exists.

Nsɛm a wɔakyerɛw afa sɛnea wubesua pii ho¶

If you want to support a friend or family member who is struggling with anxiety or a health condition during exams, consider a first aid or mental health first aid course from the Red Cross, St John Ambulance, or a local provider. These courses are practical and open to older students and parents.

Akwankyerɛ ahorow a ɛfa ho¶

• Sɔ dadwen hwɛ wɔ sɔhwɛ da
• Ehu a ɛba bere a wɔreyɛ sɔhwɛ no
• Nhomasua titiriw IEP a wobu so ne adwuma a wɔgyae no wɔ ɔkwan a ɛmfata so
• Sɔhwɛ da logistics ne ntɛmpɛ
• Nnɔmba ahorow a egye ntɛmpɛ