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A Survey of SEN Practitioners' Experiences of Identifying and Supporting Exam Access Arrangements

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Title: A Survey of SEN Practitioners' Experiences of Identifying and Supporting Exam Access Arrangements
Language: English
Authors: Emma Sumner (ORCID 0000-0002-9196-7713), Catherine Antalek (ORCID 0009-0006-1744-5067), Rosanne Esposito
Source: Journal of Research in Special Educational Needs. 2026 26(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Students with Disabilities, High Stakes Tests, Secondary Schools, Special Education, Coordinators, School Personnel, Testing Accommodations
Geographic Terms: United Kingdom (England)
DOI: 10.1111/1471-3802.70043
ISSN: 1471-3802
Abstract: Exam access arrangements aim to support students to demonstrate their knowledge in high-stakes examinations. This study aimed to capture the experiences of practitioners providing this support. The sample comprised 134 SEN practitioners (SENCos and Exam Access Arrangements Assessors) based in secondary schools across England. Participants completed a survey asking about identification and monitoring the need for an access arrangement, they rated their confidence in these processes, and identified any challenges experienced. The findings highlighted inconsistencies in when students are being identified for access arrangements and a lack of processes in place to monitor the support being offered. Confidence to support provision was generally high, but SENCos rated themselves as less confident than those that had the assessor qualification. Thematic analysis of open-text responses elicited three key themes: (1) Lack of time to fulfill duties; (2) Poor understanding of access arrangements raises further challenges; and (3) Meeting the increase in demands puts a strain on resources. The findings suggest that senior leaders ought to reflect on the roles of their SEN team, as well as equipping them with the training, resources and staffing to support the provision of access arrangements.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495187
Database: ERIC
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  Data: A Survey of SEN Practitioners' Experiences of Identifying and Supporting Exam Access Arrangements
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  Data: <searchLink fieldCode="AR" term="%22Emma+Sumner%22">Emma Sumner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9196-7713">0000-0002-9196-7713</externalLink>)<br /><searchLink fieldCode="AR" term="%22Catherine+Antalek%22">Catherine Antalek</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-1744-5067">0009-0006-1744-5067</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rosanne+Esposito%22">Rosanne Esposito</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Special+Educational+Needs%22"><i>Journal of Research in Special Educational Needs</i></searchLink>. 2026 26(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 13
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Coordinators%22">Coordinators</searchLink><br /><searchLink fieldCode="DE" term="%22School+Personnel%22">School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Accommodations%22">Testing Accommodations</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 10.1111/1471-3802.70043
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  Data: 1471-3802
– Name: Abstract
  Label: Abstract
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  Data: Exam access arrangements aim to support students to demonstrate their knowledge in high-stakes examinations. This study aimed to capture the experiences of practitioners providing this support. The sample comprised 134 SEN practitioners (SENCos and Exam Access Arrangements Assessors) based in secondary schools across England. Participants completed a survey asking about identification and monitoring the need for an access arrangement, they rated their confidence in these processes, and identified any challenges experienced. The findings highlighted inconsistencies in when students are being identified for access arrangements and a lack of processes in place to monitor the support being offered. Confidence to support provision was generally high, but SENCos rated themselves as less confident than those that had the assessor qualification. Thematic analysis of open-text responses elicited three key themes: (1) Lack of time to fulfill duties; (2) Poor understanding of access arrangements raises further challenges; and (3) Meeting the increase in demands puts a strain on resources. The findings suggest that senior leaders ought to reflect on the roles of their SEN team, as well as equipping them with the training, resources and staffing to support the provision of access arrangements.
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      – Text: English
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      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: High Stakes Tests
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      – SubjectFull: Secondary Schools
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      – SubjectFull: Special Education
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      – SubjectFull: Coordinators
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      – SubjectFull: School Personnel
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      – SubjectFull: Testing Accommodations
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: A Survey of SEN Practitioners' Experiences of Identifying and Supporting Exam Access Arrangements
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