Access and inclusion policy
Access and inclusion policy
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Access and inclusion policy
Published September 2022
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IB learner profile I
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er profile IB learne
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1. Introduction 1
Overview 1
Purpose and scope 3
Principles 4
2. Barriers to learning, teaching and assessment 6
Introduction 6
Primary and secondary barriers 7
Removing and reducing barriers 10
3. Authorization of access arrangements for IB assessments 15
Procedure 15
Supporting documentation 16
Anticipated and retake students 19
Consent 20
Rescheduling examinations 21
Challenging an IB decision 22
Administration of access arrangements during examinations 23
Guidance for additional language learners 24
4. List of inclusive access arrangements 26
Introduction 26
Flexibility in duration 27
Flexibility in presentation of material and resources/reception of content 34
Flexibility in response 39
Use of human assistance 43
Flexibility in equipment, setting or location 45
Reasonable adjustments 47
5. Appendices 48
5.1 Instructions for a reader 48
5.2 Instructions for a scribe 49
5.3 Instructions for a script reader (for lip reading) 50
5.4 Instructions for a prompter 52
5.5 Rules and guidance for use of a word processor 53
5.6 Examples 55
5.7 Glossary 58
5.8 References 60
Contents
Access and inclusion policy
1.1 The International Baccalaureate (IB) believes in an inclusive approach to education that is designed to
remove or reduce barriers so that every student can fully participate in, and develop through, IB
programmes.
1.2 This Access and inclusion policy aims to establish standards and best practices in access and inclusion in
IB World Schools so that all students can fully participate in their IB education. All schools are expected to
draw upon the principles and practice of provision of access arrangements from this policy to formulate
their internal school inclusion policy and practice for learning, teaching and assessment.
1.3 This table shows how this policy is applicable to the delivery of IB programmes.
Programme School internal
inclusion policy
Learning and
teaching (including
formative
assessment)
School end of year
assessments
IB assessments
Primary Years
Programme (PYP)
Yes Yes Yes n/a
Middle Years
Programme (MYP)
Yes Yes Yes eAssessments
only
Diploma Programme
(DP)
Yes Yes Yes Yes
Career-related
Programme (CP)
Yes Yes Yes Yes
1.4 In IB assessments, all students should be allowed to demonstrate their ability under assessment
conditions that are as fair as possible. For Middle Years Programme (MYP) eAssessment, the Diploma
Programme (DP) and Career-related Programme (CP), this document sets out the policy for provision of
access arrangements for IB assessments that schools must comply with. However, access arrangements for
assessments must reflect student experiences in learning. For this reason, this policy states that access
arrangements must be applied in learning and teaching to then align with acceptable arrangements in the
assessment context.
1.5 Barriers are all the obstacles that may prevent or disadvantage a student from participating or
effectively engaging in their learning, teaching and assessment. Access and inclusion must be considered
when a learner is facing a long-term challenge.
1.6 Primary barriers are the key elements that impact a student’s learning. Often, there are also associated
secondary barriers that are causally related to the primary barrier. Both primary and secondary barriers
must be considered when planning the access arrangements for a student.
1.7 The following are primary barriers.
• Additional language (first or best language is not the language of instruction)
• Cultural variations
• Hearing
• Intellectual exceptionalities
• Movement and coordination
• Medical
1. Introduction
Overview
1Access and inclusion policy
• Mental health
• Numeracy
• Processing
• Reading
• Seeing
• Social–emotional
• Speech and language
• Writing
1.8 All requests for access arrangements for IB assessments must be:
• based on the usual way of learning and teaching in the classroom
• in line with the eligibility criteria stated in this policy
• submitted along with supporting documents as evidence
• submitted by the deadline stated in the Assessment procedures for the relevant programme(s).
Overview
2 Access and inclusion policy
1.9 This policy aims to articulate the role of access and inclusion during learning and teaching, as well as for
all IB assessments.
1.10 The purpose of this policy is to support the practice of access and inclusion in IB schools to enable all
students to participate fully in learning, teaching and assessment (formative and summative) by reducing
and removing barriers using appropriate and well-planned access arrangements. This policy follows the
whole-school approach to inclusion, where all educators are involved in access and inclusion, and it is not
only the work of the learning support teacher/team. It is intended for all school leaders, programme
coordinators and IB educators.
1.11 This policy is to be used along with the guidance on access and inclusion in the relevant Assessment
procedures that advises schools on the process of requesting authorization of access arrangements from the
IB.
1.12 This policy does not cover the practice of inclusive education in its entirety. It only covers creating a
pedagogical culture of inclusion and removing or reducing barriers during learning and teaching and IB
assessments through the provision of access arrangements.
1.13 This policy does not cover adverse circumstances. These include family bereavement, civil unrest or
a natural disaster that could affect a student either during the preparation of work for assessment or during
examinations. Medical conditions that occur within the three-month period before the examinations are
also considered adverse circumstances. Please refer to the Adverse circumstances policy for further details.
1. Introduction
Purpose and scope
3Access and inclusion policy
What is access and inclusion?
1.14 “Inclusion is an ongoing process that aims to increase access and engagement in learning for all
students by identifying and removing barriers.” (Learning diversity and inclusion in IB programmes, 2016)
Access refers to providing equitable educational opportunities in learning, teaching, evaluation/assessment
and all other aspects of school life to all students by making space and provision for the characteristics that
each person brings.
What are access arrangements?
1.15 Access arrangements are changes or alterations introduced to learning, teaching and assessment to
remove or reduce barriers. They do not change what the student is expected to learn and do not lower
expectations, but instead provide the optimal support to address a range of barriers and enable the student
to work around them.
At a fundamental level, they address fairness and equal access to learning and teaching, and in addition,
ensure validity and meaningfulness of assessment.
Who is supported by this policy?
1.16 This policy is intended to cover the entire range of diversity of IB students. It addresses provision of
support where required due to issues and challenges. These may be related (but not restricted) to
difficulties due to barriers of language, ability, emotional and mental wellness, economic deprivation,
gender and sexual identity, ethnicity, medical issues, impairments and/or other long-term challenges.
Cross-programme policy
1.17 It is expected that all IB schools across all four IB programmes, PYP, MYP, DP and CP, draw upon the
principles and practice of provision of access arrangements from this IB Access and inclusion policy to
formulate their internal school inclusion policy and practice for learning, teaching and assessment.
For the MYP eAssessment schools and DPCP, this document also sets out the policy for provision of access
arrangements for IB assessment.
Application to learning and teaching
1.18 Access arrangements must be available as required for a student throughout their course of study. This
policy aims to guide teachers in all IB programmes in their plans to meet the access requirements of
students during their educational journey in the school. It explains the principles that translate to best
practice when planning and applying access arrangements for teaching, learning and assessment. It also
provides a list of access arrangements that can be applied as required for an individual student during
learning and teaching. This list is not exhaustive and other access arrangements may need to be considered
to meet the unique access requirements of students (necessary arrangements will be considered by the IB
on a case-by-case basis for IB assessments for MYP eAssessment and DP and CP students).
Formative assessment
1.19 Formative assessment is embedded in curriculum and instruction, with the purpose of generating
constructive feedback and suggestions that can best help students to learn.
1. Introduction
Principles
4 Access and inclusion policy
1.20 Formative assessment needs to cater for the diversity of learners and learning experiences in the
classroom. IB teachers are encouraged to make use of universally designed assessments to create fair and
inclusive formative assessments for all learners.
Good formative assessment designs allow teachers to understand the strengths and opportunities for
improvement of individual learners and to identify possible next steps to move learning forward. This
process supports teachers to identify barriers to learning and to find out the best ways to remove and
reduce such barriers. Formative feedback also aims to build appropriate scaffolding for individual learners
as they develop their concepts, skills and understanding.
1.21 IB teachers are encouraged to design formative assessment tasks and questions that are construct
relevant and minimize assessment biases. One way to do this is to adopt a balanced approach to
assessment design, using a variety of assessment types and formats to ensure students with diverse
strengths and needs have equal opportunities to demonstrate their understanding.
1.22 It is also important to remember that formative assessment is an ongoing process embedded in the
learning and teaching cycle, with the purpose of monitoring learning and tracking progress. One
fundamental principle is that learning is not constant and barriers to learning may also change over time.
Formative assessments allow teachers to identify these developing and changing needs, and to adapt the
access allowances and learning support accordingly. For further details on universally designed formative
assessments, please refer to the IB publication Teaching and learning informed by assessment in the Diploma
Programme.
Application to IB assessments
1.23 Standard assessment conditions may put some students at a disadvantage by preventing them from
demonstrating their level of attainment. Access arrangements may be applied in these circumstances if it is
observed that they could remove and reduce barriers for the student.
1.24 In principle, access arrangements for assessments should reflect the student experiences in learning.
This policy states that the access arrangements that can and should be applied in learning and teaching for
all IB programmes should align with acceptable arrangements in the assessment context.
1.25 This policy provides a list of access arrangements that can be used for IB assessments in the MYP, DP
and CP. While some of the arrangements will require authorization from the IB, there are others that can be
put in place by the school. Eligibility criteria for access arrangements that are to be authorized by the IB are
clearly stated in the policy. Please refer to the Assessment procedures for the relevant programme for
information on the procedure and deadlines for submitting requests for access arrangements.
1.26 The underpinning principle of the application of the policy is that assessment is a part of learning and
teaching and therefore access arrangements must not only apply to students during summative IB
assessments but also be available throughout the course of study (this includes all classroom work and
formative assessments that are part of everyday learning and teaching).
Principles
5Access and inclusion policy
2.1 Barriers are all the obstacles that may prevent or disadvantage a student from participating or
effectively engaging in their learning and teaching and assessment. While learners may experience any
number of fleeting or transient barriers that may disturb their learning for a few days (such as an emotional
barrier due to an altercation with peers, or a medical issue), access and inclusion needs to be considered
when it is observed that a learner is facing a long-term challenge (such as barriers in the areas of reading,
hearing or mental health). For medical issues, an illness or condition that lasts for more than 12 weeks is
usually considered chronic and the school should consider access arrangements for learning, teaching and
assessment where required.
2.2 Access arrangements should remove or reduce barriers that impact the educational journey of a
student.
2. Barriers to learning, teaching and assessment
Introduction
6 Access and inclusion policy
2.3 Primary and secondary barriers and their associated sub-areas are as follows. This is not an exhaustive
list and there may be barriers not included that IB World Schools will be able to communicate to the IB for
requests for access arrangements.
Primary or secondary barrier Sub-area
Additional language (first or best
language is not the language of
instruction)
English/French/German/Japanese/Korean/Spanish (the IB response
languages) as an additional language (first or best language is not the
language of instruction)
Cultural variations New or unfamiliar environmental contexts
Socio-communication
Hearing Mild or moderate hearing loss
Severe or profound hearing loss
Intellectual exceptionalities Cognitive delays
Gifted and talented
Movement and coordination Fine motor
Neurological (cerebral palsy)
Oral/verbal
Physical/spatial
Medical Asthma
Cancer
Crohn’s disease/irritable bowel syndrome (IBS)
Diabetes
Epilepsy
Muscular dystrophy
Rheumatism
Mental health Anxiety
Depression
Eating disorder
Obsessive compulsive disorder
Post-traumatic stress
Numeracy Mathematical anxiety
Numerical operations/Mathematical fluency
Processing Attention and executive processing
Auditory processing
Information processing
2. Barriers to learning, teaching and assessment
Primary and secondary barriers
7Access and inclusion policy
Primary or secondary barrier Sub-area
Language processing
Long-term retrieval
Scotopic sensitivity (Irlen syndrome)
Short-term memory
Visual–motor
Visual–spatial
Working memory
Reading Reading comprehension
Reading fluency
Seeing Blindness (total)
Colour blindness
Low or partial vision
Nystagmus
Social–emotional Emotional disturbances (depressive, stress, etc.)
Gender identity related
Neurodevelopmental (autism, Asperger’s, etc.)
Sexuality related
Withdrawal/isolation
Speech and language Expressive language
Receptive language
Stammer/stutter
Writing Handwriting/typing speed
Spelling
Written expression/fluency
2.4 The following table lists some examples of some primary barriers, their sub-areas and the associated
secondary barriers.
Primary barrier Sub-area of
primary barrier
Secondary barrier Sub-area of secondary
barrier
Student 1 Processing Language
processing
Social–emotional Withdrawal/isolation
Student 2 Reading Reading
comprehension
Processing Working memory
Student 3 Reading Reading fluency Reading Reading comprehension
Student 4 Social–emotional Gender identity
related
Mental health Anxiety
Student 5 Cultural variations Socio-
communication
Social-emotional Emotional disturbances
Primary and secondary barriers
8 Access and inclusion policy
Primary barrier Sub-area of
primary barrier
Secondary barrier Sub-area of secondary
barrier
Student 6 Speech and
language
Expressive
language
Writing Writing fluency
Primary and secondary barriers
9Access and inclusion policy
Access to learning and teaching
2.5 Once a student is admitted into a school, it is the responsibility of the school to meet the student’s
learning needs. This includes provision of access to learning and teaching with suitable access
arrangements.
2.6 As access arrangements serve to reduce or remove barriers to learning, the first step in planning for
access arrangements is to identify the barriers. Observation of the student in the classroom, information
from past teachers, parents/legal guardians or the student about previously identified challenges,
anecdotal information from parents/legal guardians about what they currently observe at home, combined
with reports from professionals such as psychologists and doctors will all help to identify the barriers.
2.7 The inclusive access arrangements provided for a student must:
• be carefully individualized, evaluated and monitored
• be applied throughout the course of study
• reflect the optimal support that the student requires
• be based on current, not past, requirements
• be drawn from teacher observations in the classroom
• be considered in line with the eligibility criteria for inclusive access arrangements in this policy
• be strictly based on individual requirements (and not provided as a standard to all students with
learning support requirements in the school/classroom).
2.8 The access arrangements for a student must be based on the principle of optimal support, which means
that they must be accurately planned to remove or reduce barriers during teaching, learning and
assessment. They must neither be more nor less than what the student requires.
2.9 Inclusive access arrangements must be put in place as soon as the need for additional support is
identified by a professional such as a psychologist, observed (at school or at home) or after learning about a
previously identified challenge (such as when the student enters an IB programme).
2.10 The inclusive access arrangements for a student must be in place throughout the course of learning
and teaching, including for all formative assessments.
2.11 Access arrangements must be considered in instructional planning as part of universal design for
learning (UDL). To learn about UDL and how it can be used in the IB classroom, please refer to the
publication Using Universal Design for Learning (UDL) in the IB classroom.
2.12 While some inclusive access arrangements may apply to the classroom context, others may also be
applicable for IB summative assessment.
2.13 In some instances, a student may require an access arrangement for one subject but not another. For
example, a student may require support with a graphic organizer for writing history essays but would not
need the same type of support while working in science subjects. Sometimes, a barrier may exist within one
learning and assessment construct and a student may require a specific type of scaffolding in addition to
use of access arrangements. For example, a student with partial vision working on the visual elements of
the language and literature course will require enlarged papers and also scaffolding to understand
language through visual media.
2.14 A student’s access requirements may change over the course of their study. Their challenge or
condition may worsen (such as a medical condition) or improve (such as mental health difficulties), which
would alter their access requirements. For this reason, inclusive access arrangements for a student must be
2. Barriers to learning, teaching and assessment
Removing and reducing barriers
10 Access and inclusion policy
monitored, evaluated and reviewed at periodic intervals, so that they continue to provide the optimal level
of support.
2.15 Figure 1 provides a decision-making framework for educators to plan access arrangements for their
students. The framework starts with provision of arrangements during learning and teaching and continues
to requests for arrangements for IB summative assessments.
Removing and reducing barriers
11Access and inclusion policy
Figure 1
The decision pathway for inclusive access arrangements
Removing and reducing barriers
12 Access and inclusion policy
Please note: Access arrangements and learning plans should be monitored and reviewed throughout a
student’s IB programme. If at any point further or new challenges are observed, you must re-visit the
decision pathway above.
Access to IB assessments
Compliance with policy
2.16 All access arrangements planned for a student for IB assessments must be consistent with this policy.
2.17 A school must first consult the IB if they intend to plan access arrangements for IB assessments that do
not comply with the eligibility criteria stated in this policy, including when these are requested by parents/
legal guardians.
2.18 No assumption can be made that the IB will authorize arrangements that do not meet the eligibility
criteria of this policy even if that has been the usual way of working. The IB will not take responsibility for an
outcome emanating from failure to comply with this principle.
2.19 The IB will only in exceptional and unusual cases authorize a request for inclusive access arrangements
that are not the usual way of working and/or that have been put in place to support the student only in the
last six months of study, just prior to the examinations.
2.20 The purpose of access arrangements is to remove or reduce barriers. Under no circumstances should it
give the student an undue advantage.
2.21 If the access requirements for a student as observed in the classroom do not match the eligibility
criteria for IB assessments as stated in this policy (for example, if the student is eligible for 50% additional
time as per this policy but in the classroom teachers observe that the student requires 25% or vice versa),
then the school must add this information to the educational evidence provided to the IB.
Maintaining standards
2.22 The IB must ensure that a grade awarded to a student in any subject is not a misleading description of
that student’s level of attainment, so the same standards of assessment are applied to all students.
2.23 The access arrangements requested for a student must not give that student an advantage in any
assessment.
2.24 The inclusive access arrangements described in this document are intended for students with the
aptitude to meet all assessment requirements leading to the completion of the programme.
2.25 In the case of internal assessments, marks must always be awarded based on the student’s work in
accordance with the assessment criteria. Under no circumstances must teachers consider other factors such
as the student’s challenges or difficulties.
2.26 A subject result means the student has met the requirements of that subject—that is, they have been
able to demonstrate what was being assessed. Therefore, IB policy is that exemptions—which would still
yield a subject result—must only be made where access arrangements and reasonable adjustments cannot
be applied to an assessment or assessment component. For example, given that there is no fair way to
assess a student with total blindness or significantly low vision in the visual question of the language A:
language and literature course paper 1, a bespoke paper with two predominantly or exclusively verbal texts
is offered as a modified examination at both standard level (SL) and higher level (HL). Please refer to section
“Flexibility in presentation of material and resources/reception of content”. However, for students with
profound deafness the only route available for fair access to assessment is exemption from the listening
comprehension component of the language B examination.
2.27 As a rule, exemptions are a very last resort and must only be applied in exceptional cases. The IB will
use its discretion in evaluating requests for exemptions.
2.28 All students, including those with specific learning challenges, are required to study two languages
without any exemption. There are no exceptions to this rule.
Removing and reducing barriers
13Access and inclusion policy
Consistency for all students
2.29 The IB is committed to an educational philosophy based on international-mindedness. Therefore, the
inclusive access arrangements policy may not reflect the standard practice of any one country. To achieve
equity among students with access requirements, the policy represents the result of a consideration of
accepted practices in different countries.
2.30 The IB will ensure that, wherever possible, arrangements for students with a similar type of access
requirement are the same. Due to the cultural variations that occur in the recognition of learning support
requirements and the nature of access arrangements granted in schools, there may be some compromise
necessary to help ensure comparability between students in different countries.
2.31 Each request for inclusive access arrangements will be judged on its own merit. Previous authorization
of arrangements, either by the IB or another awarding body, will not influence the decision on whether to
authorize the arrangements that have been requested.
Confidentiality
2.32 The IB treats all information about a student as confidential. If required, information will only be shared
with appropriate IB personnel and members of the Final Award Committee, who will be instructed to treat
such information as confidential.
Maintaining integrity of the assessment
2.33 If a school does not meet the conditions specified by the IB when administering inclusive access
arrangements, the student will not be awarded a grade in the subject and level concerned.
2.34 A school must not communicate with an examiner about a student’s learning support requirements.
2.35 All examinations must be invigilated according to the regulations governing the conduct of
examinations for the relevant programme.
2.36 The person invigilating the student’s examination must not be a relative of the student, or any other
person with whom there may be an apparent or perceived conflict of interest.
Using the right policy
2.37 The IB has a policy for supporting students who face adverse circumstances that are beyond their
control during IB assessments. This includes medical conditions/illness such as injury, anxiety, exceptionally
difficult family circumstance with onset or occurrence up to three months before the IB examinations in
May/November. It may also include events that affect the whole-school community, such as a natural
disaster. Please refer to Adverse circumstances policy for further information.
2.38 A long-term challenge must be supported through access and inclusion whereas one that has its
onset/occurrence up to three months before the written examinations must be supported through the
adverse circumstances policy and process. However, there may be instances where there is an exacerbation
of a long-term challenge during the examination, when the student may require mitigations provided
through the adverse circumstances policy. For example, a sudden increase in symptoms a month before the
examinations in a student with long-term mental health difficulties.
For further details and examples, please refer to the infographic Supporting your student: Adverse
circumstances or Access and inclusion? on the Programme Resource Centre.
Removing and reducing barriers
14 Access and inclusion policy
3.1 The coordinator must submit the application for inclusive access arrangements on behalf of the student.
Although a teacher may complete the application, it is ultimately the coordinator’s responsibility to submit
the completed form to the IB.
3.2 All requests for inclusive access arrangements submitted by a coordinator must have the support of the
head of the IB World School (all correspondence from the IB concerning students with access requirements
will normally be addressed to the coordinator).
3.3 All requests for access arrangements for IB assessments must be:
• based on the usual way of learning and teaching in the classroom
• in line with the eligibility criteria stated in this policy
• submitted along with supporting documents as evidence
• submitted by the deadline stated in the Assessment procedures for the relevant programme(s).
3.4 Please refer to the Assessment procedures for the relevant programme for information on procedures
related to authorization of access arrangements.
3. Authorization of access arrangements for IB assessments
Procedure
15Access and inclusion policy
3.5 Two forms of supporting documentation are required when submitting a request for access
arrangements for IB authorization.
• An official report.
This includes:
—a psychological/medical report
—evidence from a language test for additional language learners.
• Educational evidence from the school.
3.6 Access arrangements are based on a student’s current access requirements. The supporting evidence
must therefore justify that access arrangements are necessary for the current assessment.
3.7 All psychological/medical reports must be undertaken within three years of the intended examination
that the request relates to and dated accordingly. However, the IB can be flexible with the date of medical
reports for students with permanent sensory and/or physical challenges.
3.8 The language test for additional language learners must be conducted no earlier than one year before
an IB assessment and the report must be dated accordingly.
Psychological/medical reports
3.9 A psychological/medical report must be written by medical, educational or psychological professionals
with appropriate qualifications and/or professional licences in their country of residence.
3.10 The IB reserves the right to query or reject a report if it considers that the signatory (or signatories) may
not be suitably qualified to undertake the evaluation and identification. It is not permitted for a relative of
the student to write or be involved in the writing of the report.
3.11 Online standardized psychological tests (not screening tests) can be used if the school has a member
of staff with the relevant expertise to conduct the tests and sign the reports.
3.12 All psychological reports from external professionals must:
• be legible, on a document with a letterhead, signed and dated
• be accompanied by a translation into English, French or Spanish, if it is not written in one of these IB
working languages
• state the title, name and professional credentials of the person(s) who has undertaken the testing or
who is writing the report
• state the student’s performance on standardized psychological tests (where available and published,
recent editions of standardized tests should be employed)
• report results as standard scores, which have a mean of 100 and a standard deviation of 15, and not
percentiles or age/grade equivalents.
3.13 A full psychological test report testing all areas is not required. The IB only requires scores in the areas
that have been observed or identified as challenging for the student.
Language test reports
3.14 All language test reports for additional language learners must state:
• the standardized language test used
3. Authorization of access arrangements for IB assessments
Supporting documentation
16 Access and inclusion policy
• the language proficiency and performance benchmark results from the testing and the alignment with
the proficiency criteria stated in the “Guidance for additional language learners” section of this
publication.
Educational evidence
3.15 Educational evidence can be a letter/observational report from the coordinator and/or the student’s
subject teacher(s) outlining any difficulties that may be apparent in the classroom, plus a summary about
the arrangements provided to the student in order to access learning and assessment. Educational
evidence can also be provided by way of a detailed individualized educational plan for the student, or a
sample of work done under timed conditions without the access arrangements that are being requested
(for example, without the use of additional time/word processor/word processor with spellchecker).
Note: The IB may review the supporting documentation for automatically approved requests and reserves
the right to seek further clarification and/or amend the approved inclusive access arrangements where
applicable.
Documents that are legally binding in a country
3.16 In some countries, medical statements or individual learning plans are legally binding and may state
the access arrangements that are to be provided for the student. In these cases, the following will apply.
Legally binding psychological/medical documents created without
school involvement
3.17 Sometimes the national practice of the country is to issue a brief medical statement/certificate from a
hospital after a specialist has identified a long-term challenge. This document usually states the name of the
challenge and the access arrangements that are to be put in place for that student. For example, some
countries in Europe—such as Poland and Denmark—follow this approach.
Learning challenges
3.18 Hospital-issued medical statements typically do not report psychological scores. In these cases, the IB
requires a psychological/medical report with the standard scores to understand the challenge and its
severity. If this is not available, the IB will expect schools to comply with providing more information such as
further detailed education evidence as needed to process the requests.
Medical challenges
3.19 Schools must submit educational evidence that indicates that the student’s access requirements have
been carefully observed and have been planned as per this policy. For example, a medical statement
advises 25% additional time for arthritis, but observation during learning and teaching may indicate that
the student is supported better with rest breaks and a word processor. In these cases, the IB expects the
school to work with the student and determine the most appropriate and optimal access arrangement.
Legally binding psychological/medical documents created with
school involvement
3.20 In some countries, the school is part of the team that is involved in planning the support that is
captured in a document legally binding in that country. The Individualized Educational Plan (IEP) and the
504 plan in the USA are examples where the school is part of a team planning the access arrangements and
detailing them in a legally binding document. In all these cases, schools must comply with this Access and
inclusion policy when planning the access arrangements for the student that form the legally binding
document. This means that:
Supporting documentation
17Access and inclusion policy
• if a student is within three years of the intended IB examination that the request relates to, any existing
legally binding document (such as the IEP/504 plan) must be reviewed to align with the IB Access and
inclusion policy
• if a new legally binding document is written after the student has started an IB programme, it must be
in alignment with the IB Access and inclusion policy. The school should carefully consider the student’s
requirements, and the access arrangements and eligibility criteria stated in this policy. Please refer to
“Figure 1” in the section “Removing and reducing barriers”. Access arrangements that are appropriate
and optimal should be put in place during learning and teaching. They must be monitored and
evaluated on a regular basis
• For students who have learning challenges (such as specific learning difficulties or ADHD), where it is
possible, schools must include scores from psychological testing in the legally binding educational
plans they create for their students. If scores are not included, the IB will expect schools to comply with
providing more information to process the requests.
In all of the above cases, the IB understands that the evidence submitted is legally binding and the
student’s challenge has been established. The IB is not seeking further evidence to confirm the presence of
a medical or learning challenge but to understand the severity of the characteristics so that optimal and
appropriate access arrangements can be authorized in line with IB policy.
Further, if it is observed in the classroom that the access requirements for a student do not match the
eligibility criteria stated in this policy (for example, if the student is eligible for 50% additional time as per
this policy, but in the classroom teachers observe that the student requires 25% or vice versa), then the
school must communicate this to the IB in the supporting documentation. In order to process this request,
the IB needs to know about the process adopted to determine the appropriate access arrangement (that is
not as per the criteria stated in this policy).
Supporting documentation
18 Access and inclusion policy
3.21 For anticipated and retake students, all authorizations for inclusive access arrangements (except those
for additional language learners) are applicable to all future examination sessions.
3.22 Changes to access arrangements for anticipated and retake students would not normally be
authorized. Only in exceptional circumstances would changes to authorized arrangements be made for
retake students.
3.23 If a student’s registration has been deleted after approval of inclusive access arrangements, it is the
responsibility of the school to re-apply for the arrangements as the original authorization will be invalid.
3.24 For anticipated students, the access arrangements must be considered for teaching, learning and IB
assessments for all the subjects for the entirety of the programme. All requests for access arrangements
must also be made for all the subjects and not only for the assessment of subjects that the student is
registered for during the anticipated session. Failure to do this will impact authorization of access
arrangements.
3. Authorization of access arrangements for IB assessments
Anticipated and retake students
19Access and inclusion policy
3.25 Before submitting appropriate documentation to the IB, the school must obtain consent from the
student if they are of the age of consent in their country, or from the student’s parents/legal guardians.
3.26 The school must also inform all individuals (who give consent for a school to submit documents to the
IB) that if a student transfers to another school for their examinations, the online application request for
inclusive access arrangements (along with the supporting documents including authorization, if applicable)
will be visible to the coordinator of the new school.
3.27 Further, the school must also inform students and parents/legal guardians that if they wish to
withdraw the request for inclusive access arrangements before a transfer, the school must be informed of
this at the time of transfer. Then, the coordinator of the current school and the coordinator of the new
school must inform the IB in writing.
3. Authorization of access arrangements for IB assessments
Consent
20 Access and inclusion policy
3.28 For students who have been approved additional time, the school must reschedule examinations if the
number of examination hours in a single day is in excess of 6 hours and 30 minutes.
3.29 It is the responsibility of the school to request examination rescheduling for the student where
required.
3.30 To request rescheduling, schools must follow the process stated in the Assessment procedures for the
relevant programme.
3. Authorization of access arrangements for IB assessments
Rescheduling examinations
21Access and inclusion policy
Requesting a re-evaluation
3.31 If a school wishes the IB to reconsider the decision on authorization of request for access arrangements
for a student, then a re-evaluation must be submitted within one month of the school receiving the IB
decision. Requests for re-evaluations will take a minimum of four weeks to be processed by the IB.
3.32 The justifications for the re-evaluation should be clearly articulated in updated supporting
documentation or a statement from the school.
3.33 The IB cannot process requests for re-evaluation submitted at any time—including after mock or
practice examinations—that do not contain evidence for altering or adding access arrangements for the
student.
3.34 A statement that broadly states that the altered or new arrangements would benefit the student is not
considered as sufficient evidence by the IB.
3.35 The school must provide evidence of why the approved arrangements are not optimal for the student,
and how the new or altered arrangements have been supportive for learning, teaching and assessment.
3.36 Letters or statements from parents/legal guardians will not be considered as supporting documents.
3.37 For more information on how to submit a request for re-evaluation please refer to the Assessment
procedures for the relevant programme
Appeals
3.38 Following the re-evaluation, the appeals process is the next step to address concerns or dissatisfaction
regarding a decision on access arrangements for a student. All appeals to the IB must follow the procedure
stated in Diploma Programme Assessment appeals procedure.
3. Authorization of access arrangements for IB assessments
Challenging an IB decision
22 Access and inclusion policy
3.39 The school is responsible for making all arrangements for approving and appointing individuals
required to support an access arrangement (such as a prompter or reader).
3.40 The person providing support must not be another student, a relative of the student, the subject
teacher or a representative from an advisory service where a conflict of interest may be apparent or
perceived.
3.41 The IB will not pay a fee or expenses to any person providing support.
3.42 The school is responsible for making all arrangements for assistive technology required for access to
learning and teaching and IB examinations. The IB will not pay for the hiring or purchasing of any
equipment or software.
3.43 The school is responsible for ensuring that all equipment authorized for a student (for example, a
Braille machine, computer software) functions correctly and that there is a member of staff who is familiar
with its use.
3.44 The school is responsible for ensuring that the student is familiar with any assistive equipment/
software that is requested as an inclusive arrangement.
3.45 If any human support is required (such as access to a reader), the student must practise with the
person acting in this capacity in advance of the examination.
3. Authorization of access arrangements for IB assessments
Administration of access arrangements during
examinations
23Access and inclusion policy
3.46 The eligibility criteria and supportive documentation for provision of access arrangements for
additional language learners differs from all the other arrangements offered through this policy.
3.47 This policy uses the linguistic competence of a student to identify an additional language learner.
Additional language learners are students whose current course of study and assessment is delivered in a
language that is not their first or best language and whose language ability is below the level that is
deemed linguistically competent.
3.48 A linguistically competent student is very accomplished in the use of the language. However, their use
of language may be formal and not equal to the expertise and fluency of a first-language speaker.
3.49 The linguistically competent level is defined as one where the student will interact with, process,
understand, analyse, produce or use:
• technical language of content areas
• fluent and flexible language as per the demands and nature of communication, such as for social or
academic purposes
• language of varying linguistic complexity across genres and topics, including meanings that are both
explicit and implicit, in extended oral or written material such as essays, reports, case studies and
presentations
• oral or written language that is comparable to that of peers who have skills in the language to work
with the academic material required for the course of study.
(WIDA Performance Definitions adapted with permission from WIDA)
3.50 The eligibility for inclusive access arrangements will be based on standard scores on a standardized
language test—conducted not earlier than one year before the intended examination that the request
relates to—and the educational evidence submitted.
3.51 The standardized language test will measure skill levels in speaking, listening, writing and reading in
the response language.
3.52 The school is responsible for providing all the required evidence needed to demonstrate clearly that
the score in the language test used is below the linguistically competent level (as defined in “4. List of
inclusive access arrangements”).
3.53 The IB does not specify the standardized language test that must be used for the language assessment.
3.54 Some examples of widely used language proficiency and performance benchmarks and their
alignment with the criteria of linguistic competence stated are as follows. In these examples, the eligibility
for inclusive access arrangements would be based on a score or rating on a standardized language test.
• WIDA—a score of 4.0 and below.
• ACTFL—advanced mid, advanced low and below.
• CEFR—B2.1 and below (B2.2/B2+ would be rated as “competent” according to this policy).
Note: Additional language learners who have been authorized for inclusive access arrangements will be
eligible for the bilingual MYP certificate.
For anticipated and retake students, requests for inclusive access arrangements as an additional language
learner must be submitted (with evidence of current language testing) every session.
3. Authorization of access arrangements for IB assessments
Guidance for additional language learners
24 Access and inclusion policy
MYP only
• Access for additional language learners can apply to examinations in individuals and societies,
sciences, mathematics, arts, physical and health education, design and the programme core
components.
• An MYP language acquisition placement would not eliminate the requirement of submitting scores
from a standardized language test.
• Access for additional language learners does not apply to examinations in language and literature
and language acquisition.
DPCP only
• Access for additional language learners does not apply to oral or written examinations in studies in
language and literature and language acquisition. An exception to this is classical languages in the
language acquisition group, where the response language must be in English, Spanish or French.
• Access for additional language learners can apply to oral or written examinations in individuals and
societies, sciences, mathematics, the arts and the DPCP core components.
• Additional language learners who have been authorized inclusive access arrangements will be
eligible for the bilingual diploma or certificate.
Guidance for additional language learners
25Access and inclusion policy
4.1 The principle in the provision of access arrangements is to identify the alterations that are needed to
reduce and remove barriers.
4.2 These access arrangements must be considered for each individual student's requirements.
4.3 The types of flexibilities and the associated access arrangements available for learning, teaching and
assessment are listed in this section.
4.4 The following tables detail the standard access arrangements that can be provided in IB assessments.
This is not an exhaustive compilation of the arrangements that can be put in place for removal of barriers
during learning and teaching in an IB education. However, it can be used as an indication for IB World
Schools seeking to support students and develop innovative ways to remove or reduce barriers during
learning and teaching.
4.5 The section also details a list of rules that schools must comply with, and guidance on good practice.
4. List of inclusive access arrangements
Introduction
26 Access and inclusion policy
Access
arrangement
When will it
be applied?
Applicable
programmes
for IB
assessments
Is authorization
required for IB
assessments?
Criteria for eligibility
Additional time
(10%)
Learning and
teaching
IB assessments
MYP
DP
CP
Yes
• Not available for
listening
comprehension
examinations
• A standard score of
90–100 in one or more
cognitive processing
measures that affect
speed of working (e.g.,
working memory,
processing speed,
long-term/short-term
retrieval, visual–motor
coordination, etc.)
• A standard score of
90–100 on an
assessment of reading
(reading fluency
and/or reading
comprehension)
• A standard score of
90–100 on an
assessment of writing
(writing fluency and/or
written expression)
• A physical, sensory,
psychological/medical
challenge due to
which additional time
is required
Additional time
(25%)
Learning and
teaching
IB assessments
MYP
DP
CP
Yes
• Only applicable for
written
examinations
• Available for
listening
comprehension
examinations for
producing written
responses but only
if there is no
request for
additional time for
listening
• A standard score of 90
or less on one or more
cognitive processing
measures that affect
speed of working (e.g.,
working memory,
processing speed,
long-term/short-term
retrieval, visual–motor
coordination, etc.)
• A standard score of 90
or less on an
assessment of reading
(reading fluency
4. List of inclusive access arrangements
Flexibility in duration
27Access and inclusion policy
Access
arrangement
When will it
be applied?
Applicable
programmes
for IB
assessments
Is authorization
required for IB
assessments?
Criteria for eligibility
• Not available for
studies in language
and literature and
language
acquisition
examinations for
additional
language learners
and/or reading
comprehension) and
there is no request for
additional time for
listening
• A standard score of 90
or less on an
assessment of writing
(writing fluency and/or
written expression)
and there is no request
for additional time for
listening
• A physical, sensory,
psychological/medical
challenge due to
which additional time
is required and there is
no request for
additional time for
listening
• A language test
composite standard
score in reading and
writing that is below
competency level
• A language test
composite standard
score in reading and
writing, listening and
speaking that is below
competency level
Additional time
(50%)
Learning and
teaching
IB assessments
MYP
DP
CP
Yes
• Only applicable for
written
examinations
• Not applicable for
additional
language learners
• Available for
listening
comprehension
examinations for
producing written
responses
• A standard score of 75
or less in one or more
cognitive processing
measures that affect
speed of working (e g.,
working memory,
processing speed,
long-term/short-term
retrieval, visual–motor
coordination, etc.)
• A standard score of 75
or less on an
assessment of reading
(reading fluency
and/or reading
comprehension)
Flexibility in duration
28 Access and inclusion policy
Access
arrangement
When will it
be applied?
Applicable
programmes
for IB
assessments
Is authorization
required for IB
assessments?
Criteria for eligibility
• A standard score of 75
or less on an
assessment of writing
(writing fluency and/or
written expression)
• Standard scores below
90 in at least three
measures (where at
least one includes a
score on an
assessment of reading
or writing) that affect
speed of working and
there is no request for
a scribe or reader/
screen reader
• A physical, sensory,
psychological/medical
challenge due to
which additional time
is required
Additional time
for oral
examinations
(25%)
Learning and
teaching
IB assessments
MYP
DP
CP
• Yes
• Available for oral
examinations
including in the
core subjects
• Is applicable to
both preparation
and delivery of the
oral examination
but the additional
time needs to be
split between the
two
• A standard score of 90
or less in processing
speed measures that
affect expressive
and/or receptive
speech, long-term/
short-term memory or
auditory processing
• A standard score in a
language test in
speaking and/or
listening that is below
competent
• Speech and
communication
challenges (e.g.,
stuttering) or
psychological
challenges (e.g., social
phobia, anxiety, etc.)
Additional time
for mathematics
—applicable to
mathematics and
subjects that
require
Learning and
teaching
IB assessments
DP
CP
Yes
• Only applicable to
students with
challenges in
mathematical
operations
• A standard score of 90
or less in a test of
mathematical fluency
Flexibility in duration
29Access and inclusion policy
Access
arrangement
When will it
be applied?
Applicable
programmes
for IB
assessments
Is authorization
required for IB
assessments?
Criteria for eligibility
mathematical
calculations
(25%)
• Not applicable to
students who
require additional
time for all subjects
Additional time
for listening in
listening
comprehension
(25%)
Learning and
teaching
IB assessments
MYP
DP
CP
Yes • A mild or moderate
hearing condition or
auditory processing
disorder due to which
the student would
require additional time
for listening and there
is no other request for
additional time
Rest breaks Learning and
teaching
IB assessments
MYP
DP
CP
No • A physical, sensory,
psychological/medical
challenge or any other
difficulty due to which
rest breaks are
required
Deferral IB assessments MYP
DP
CP
Yes • A physical, sensory,
psychological/medical
challenge or any other
difficulty that would
require the student to
defer the examination
to the next or future
session
Extensions to IB
submission
deadlines
IB assessments MYP
DP
CP
Yes • A physical, sensory,
psychological/medical
challenge or any other
difficulty that requires
this access
arrangement
Additional
retakes
(exceptional—
provided on a
case-by-case
basis)
IB assessments MYP
DP
CP
Yes • A severe physical,
sensory,
psychological/medical
challenge or any other
difficulty that requires
this access
arrangement
• Access arrangements
have been in place for
the first three
examination sessions
Extensions to
homework and
Learning and
teaching
Not applicable for IB assessments
Flexibility in duration
30 Access and inclusion policy
Access
arrangement
When will it
be applied?
Applicable
programmes
for IB
assessments
Is authorization
required for IB
assessments?
Criteria for eligibility
assignment
deadlines
Rules and guidance for IB assessments
Additional time: Rules
4.6 The IB criteria for additional time may differ from the practice followed in the country of the school.
4.7 The IB will process requests based on the eligibility criteria stated in this policy and not on the standard
practice of a country or region.
4.8 For periods of less than one hour, additional time should be given on a pro rata basis.
4.9 In cases of physical, sensory, psychological/medical challenge—where standard scores would not apply
—the standard 25% additional time would be applicable for most students. If the severity of challenge is
specifically mentioned in the medical documentation, the IB requires educational evidence that clearly
demonstrates that 50% additional time was considered only after it was consistently observed that the
standard 25% was not sufficient for the student to access classwork, tests and mock examinations.
4.10 For any request for additional time where the amount of additional time requested does not meet the
eligibility criteria stated in this policy, the school must provide:
• evidence of having supported the student using the amount of time as per IB criteria and articulate the
reasons why it was not the optimal support (why it did not work)
• detailed teacher observations on the above.
4.11 Additional time will not be authorized for a component where the completion of a task within a limited
time is specified in an assessment criterion.
4.12 Additional time will not be authorized for the five minutes of reading time that precedes written/on-
screen examinations.
4.13 Additional time for different challenges or circumstances is never cumulative. It is always only the
largest requirement that applies. For example, a student cannot be granted 25% additional time as an
additional language learner as well as 25% additional time for their reading challenges, to double the total
additional time to 50%.
Additional time: Guidance
4.14 Additional time of 10% is applicable for all mild challenges.
4.15 In exceptional cases, or for students with visual challenges working with Braille who have a
requirement for a substantial amount of additional time, 100% or more additional time may be given for
assessments upon authorization from the IB.
4.16 If the standard additional time applicable for all subjects (25%) is requested, a separate request for
additional time in mathematics is not necessary.
4.17 When requesting additional time, it is important to consider that too much time may be tiring for a
student and, therefore, counterproductive. Similarly, more time spent on a task does not necessarily
improve the quality of the response given by a student.
4.18 For students with attention challenges, where there are no standard scores on executive functions
(such as processing speed and working memory) in psychological reports and where there is substantial
educational evidence to justify the need for the requested arrangement, the standard 25% additional time
may be authorized.
Flexibility in duration
31Access and inclusion policy
4.19 The authorized additional time for oral examinations can be divided between preparation time and the
oral delivery. The total additional time should not exceed the time that has been authorized by the IB.
4.20 The IB strongly recommends the use of a prompter for students who have authorized additional time
for the listening examination where they require support with time management. Please refer to “5.4
Instructions for a prompter” in the “Appendices” for further information.
4.21 For additional language learners, the extra time is primarily authorized for the repeated use of a
bilingual dictionary during written examinations.
Rest breaks: Rules
4.22 The amount of time permitted for stop-the-clock rest breaks is not counted towards the duration of
the student’s examination.
4.23 During a rest break, the student is not permitted to read, respond to the examination paper or write
notes of any kind. Students may be allowed to leave the room under supervision for all or part of the rest
period.
4.24 Rest breaks must be supervised to ensure that the security of the examination is maintained. There
must be no communication with, or disturbance to, other students.
4.25 The amount of rest time and number of breaks permitted must be pre-determined and will depend
upon the student’s circumstances, although 10 minutes per hour is the general recommendation.
4.26 For a student with diabetes, a rest break can be provided to check blood sugar or to take food or drink.
4.27 A rest break does not need approval from the IB. However, if during a break, a mobile phone or tablet is
needed to measure the student’s blood sugar, this must be approved by the IB. At no time during the
examination can the phone or tablet be in the possession of the student—it must be placed on the
invigilator’s desk.
Deferral: Rules
4.28 Deferral of one or more subjects to the next or a future examination session may be possible for a
student if:
• their study has been greatly affected during the programme
• deferral gives better access to the programme as it allows them to complete the requirements over a
longer period.
4.29 A decision to defer can be made at the start of the programme and advice can be sought from the IB
for this. However, the formal request for deferral can only be made to the IB after registration for the
examination session.
4.30 Students can be registered 20 months before the examination session, after which the IB can process
the request to defer one or more subjects to the next or future examination session.
4.31 The registration and subject fees for the subject(s) concerned will be carried forward and the deferred
session will not count as one of the available three sessions in which the student must complete the
programme.
4.32 In exceptional instances, a request can be made to support an extension of the duration of the
programme for a student. This means extending the period of course of study for the student by splitting
the learning and teaching of the subjects. In these cases, schools can request that the IB allow the student
to take their assessments in some subjects in one session (beyond any usual anticipated subjects) and the
rest of the subjects in a later session. Such requests will be processed on a case-by-case basis and will
require supporting evidence—for example, the extended learning plan for the student.
Extensions to IB deadlines: Rules
4.33 A request for an extension to a deadline must be received by the IB before the normal submission
deadline. An extension to a deadline will not be authorized retrospectively.
4.34 The IB is responsible for advising an examiner that a student’s work will arrive after the normal
deadline, not the coordinator.
Flexibility in duration
32 Access and inclusion policy
4.35 If the student’s work arrives after the normal deadline, there may be a delay in the issue of results.
Flexibility in duration
33Access and inclusion policy
Access
arrangement
When will it
be applied?
Applicable
programmes
in IB
assessments
Is authorization
required for IB
assessments?
Criteria for eligibility
Modified paper-
based
examinations
(see full list of
modifications)
Learning and
teaching
IB
assessments
DP
CP
Yes • A physical, sensory,
psychological/medical
challenge or any other
difficulty due to which
the access
arrangement is
required and is the
usual way of working
Modified on-
screen
examinations
(see full list of
modifications)
Learning and
teaching
IB
assessments
MYP Yes
Vision aids and
devices
Learning and
teaching
IB
assessments
MYP
DP
CP
No
Hearing aids and
devices
Learning and
teaching
IB
assessments
MYP
DP
CP
No
Memory devices,
organizers,
written list of
instructions and
other visual aids
Learning and
teaching
MYP
DP
CP
No
Sign language
interpreter
Learning and
teaching
IB
assessments
MYP
DP
CP
No
Text of audio
content
Learning and
teaching
IB
assessments
MYP
DP
CP
Yes
Image
descriptions or
other
adaptations to
questions (for
total or severe
Learning and
teaching
IB
assessments
MYP
DP
CP
Yes
4. List of inclusive access arrangements
Flexibility in presentation of material and resources/
reception of content
34 Access and inclusion policy
Access
arrangement
When will it
be applied?
Applicable
programmes
in IB
assessments
Is authorization
required for IB
assessments?
Criteria for eligibility
visual
impairment)
Adaptation to
questions due to
colour blindness
Learning and
teaching
IB
assessments
MYP
DP
CP
Yes
Designated
person for colour
naming (for
colour blindness)
Learning and
teaching
IB
assessments
MYP
DP
CP
Yes
Reader Learning and
teaching
IB
assessments
MYP
DP
CP
Yes
Available for listening
comprehension
examinations
• A standard score on a
psychological test of
90 or less in reading
speed/accuracy/
comprehension
• A standard score on a
language test in
reading that is below
competent
• A medical, physical or
sensory condition due
to which a student
either cannot read/has
difficulty in reading
Reading software Learning and
teaching
IB
assessments
DP
CP
Yes
Reading pen Learning and
teaching
IB
assessments
DP
CP
Yes
Script reader (for
lip reading)
For listening
comprehension
examination in
the DPCP
Learning and
teaching
IB
assessments
DP
CP
Yes • A mild or moderate
hearing condition that
requires the student to
lip read
Audio recordings
of texts and
lessons
Learning and
teaching
Not applicable for IB assessments
Note: During IB examinations, it is a breach of regulations if students are found in possession of any device
that has not been put in place by the school or authorized by the IB. This applies even if the device was
intended to act as an aid for the student.
Types of modifications available for paper-based IB
examinations (DPCP)
4.36 These are the types of modifications available for DP and CP examinations.
• Enlarged paper and print: 18, 24, 36 and 48 points on an A3 (29.7 × 42.0 cm) enlargement.
• Enlarged font: 16 point on an A4 (21.0 × 29.7 cm) enlargement.
Flexibility in presentation of material and resources/reception of content
35Access and inclusion policy
• Single-sided printing (of the standard examination and the modified formats of 18, 24, 36 and 48 point
on A3 and 16 point on A4).
• Double space (in the standard examination and the modified formats of 18, 24, 36 and 48 point on A3
and 16 point on A4).
• Modifications for colour blindness considered on a case-by-case basis.
• Examinations printed on coloured paper: Refer to “5.9 Colour options” in the “Appendices” for the
choice of colours that the IB offers. These options must be used to plan the colour of the paper needed
for the student. The selected colour choices must also be used for classroom work and tests. This will
maintain consistency and be in line with the principle of usual way of working.
• Image descriptions of visuals: This arrangement would be applicable to students with visual
impairment who require image descriptions of visuals to be read aloud to them by a reader. (This is not
an option for paper 1 of the language A: language and literature examination. Please refer to
“Modification provision for DP language and literature paper 1” regarding the bespoke paper
provision.)
• Electronic (PDF) examination: A non-writable electronic (PDF) version of the examination can be
provided upon request where required.
◦ Students with reading or visual challenges who require access to reading software will need an
electronic (PDF) version of the examination.
◦ The electronic version is only available in the standard format without any modifications, even
where modified papers have been authorized for a student.
◦ If a student uses both a modified paper (enlarged paper/font) as well as the electronic (PDF)
version with reading software, they must be aware that any line numbering in texts may not
match.
Modification provision for DP language and literature paper 1
4.37 Students with significantly low vision or total visual impairment can request a bespoke language A:
language and literature paper 1 examination. This bespoke option is available to ensure there is a way for
students to access these papers as it is not possible to describe the images of the visual text type question
(or produce tactile graphics or representations) fairly in the examination situation. Since the IB is able to
support with modified papers, such as enlarged or coloured papers, this option can only be requested for
students with total visual impairment or significant low vision where the assessment cannot be accessed via
these standard access arrangements.
4.38 The bespoke paper will contain two predominantly or exclusively verbal texts. This means there will be
no visual text type questions as seen on the standard paper. SL students will have a choice between the two
texts and HL students will respond to both questions.
4.39 Requests for this bespoke option must be submitted 18 months before the intended examination
session. For further details, please refer to Diploma Programme Assessment procedures.
4.40 Where double line spacing and/or an enlarged font has been requested, please be advised that it is not
possible for the IB to produce these for this examination. In these cases, the IB will provide an enlarged
version of the examination paper(s)—18 point on A3 paper with standard single line spacing.
Types of modifications available for on-screen IB
examinations (MYP)
4.41 These are the types of modifications available for MYP on-screen examinations.
• Alternative accessible font (Lexie Readable)
• Alternative text/background colour
◦ Black text on light yellow (RGB: 250, 250, 200).
◦ Black text on blue (RGB: 230, 255, 255).
Flexibility in presentation of material and resources/reception of content
36 Access and inclusion policy
◦ Black text on yellow (RGB: 255, 255, 0).
◦ Black text on pink (RGB: 255, 238, 250).
◦ Black text on grey (RGB: 224, 222, 223).
◦ Black text on off-white (RGB: 255, 255, 229).
◦ Yellow text on black (RGB: 255, 255, 0).
Note: When a student requires enlarged fonts or images, the zoom feature may be used. When a student
requires a large zoom factor, a higher screen resolution is required. Further, a larger screen is also advised.
For a zoom of 150%, a high definition (HD) screen (1,920 pixels wide) is recommended.
Rules and guidance for IB assessments
Modified examinations: Rules
4.42 The IB cannot guarantee modified examinations if requests are submitted after the deadline stated in
the Assessment procedures for the relevant programme.
4.43 The coordinator must inform the IB if there are any changes, including subject levels, made to course
registrations after the authorization of modified examinations. Modified examinations cannot be
guaranteed if this procedure has not been followed.
4.44 There will be no modification to the assessment criteria when developing adapted questions for
students with visual impairment.
Paper-based examinations only
4.45 An authorization for modified papers does not include modified versions of multiple-choice answer
sheets, graph papers or answer booklets/sheets. Additional requests for standard enlargements/coloured
paper of the above can be submitted to the IB and may be approved.
4.46 The IB does not accept requests for modified versions of data and formula booklets. Schools may adapt
these booklets to produce enlarged, Braille or colour versions of these materials. Modification to content is
not permitted.
4.47 Schools must produce modified versions of case studies (without any change to content) as required
for students.
4.48 Students who are authorized to use answer booklets on dark blue paper must use black ink when
writing their answers.
Modified examinations (paper-based and on-screen): Guidance
4.49 The access arrangement “Image descriptions or other adaptations to questions (for total or severe
visual impairment)” in the above table, refers to questions that require visual processing. In these cases, the
IB will make every attempt to adapt the question for a student with visual impairment. For example,
questions based on an illustration (such as a cartoon or photograph) may be presented non-visually but will
assess the same objectives.
4.50 There is some content within examinations that cannot be presented non-visually without invalidating
the nature and purpose of the assessment. In these instances the IB would plan the best way that would not
disadvantage the student. It should be noted that sometimes the only action that the IB can take is to
provide an exemption for the student from part of a component or an assessment criterion.
4.51 The IB does not produce bespoke modified examinations for students who require simplified
language, but instead applies universal design in the authoring of all assessments. Universal design of
assessment is an approach that considers accessibility and inclusivity from the very start of development of
the examinations, hence making the standard examination accessible to all students. Using universal
design, simplified language and visuals are considered during the design and development of the test
questions.
Flexibility in presentation of material and resources/reception of content
37Access and inclusion policy
4.52 The IB does not normally produce 3D models of images, graphs and other visuals for an examination.
Specific requests for 3D models can be made to the IB and may be granted upon examination of the
student’s requirement and the context of the test question.
Reader: Rules
4.53 The designated reader must be available for the student to familiarize themselves with this access
arrangement during learning and teaching.
4.54 The student’s examination must be conducted in the presence of an invigilator, in addition to the
reader.
4.55 The teacher for the subject concerned should not be appointed as the reader. The only exception to
this rule is in subjects such as language acquisition if there are no readers available for the language of the
examination.
4.56 The reader must be familiar with the subject to be able to read subject-specific terminology. This is
especially pertinent to reading notations in mathematics accurately.
4.57 The designated reader should be an individual whose speech is easily understood by the student.
4.58 A student’s family member or friend cannot be appointed as a designated reader.
4.59 If the student is allowed access to any other human assistance in addition to a reader, the same person
should fulfil both roles whenever possible.
4.60 For students who require access to reading due to severe or total visual impairment, the examination
may be modified to adapt questions that require visual processing. The modified examination may also
carry instructions for the reader.
4.61 Refer to “5.1 Instructions for a reader” in the “Appendices” for further information. It is the school’s
responsibility to provide the reader with these instructions. Failure on the part of the reader to follow these
rules will lead to the IB not marking the student’s examination.
Reading pen: Rules
4.62 Reading pens must not have any data storage facility, in-built dictionary and/or thesaurus. Examples of
reading pens include C-Pen ExamReader and Wizcom Exam Pen.
Note that this arrangement is only applicable to DPCP.
Script reader (for lip reading): Rules
4.63 The school must designate a script reader in advance to read out the text script to the student for the
listening comprehension examination. This must not be the invigilator.
4.64 The designated script reader must be available for the student to familiarize themselves with this
access arrangement during learning and teaching.
4.65 All students who require access to lip reading will automatically be approved for 25% additional time
for the listening comprehension examination. The student must be well practised at lip reading from the
designated script reader and with the use of this additional time.
4.66 The IB will provide the school with a script for the script reader to use.
4.67 Refer to “5.3. Instructions for a script reader (for lip reading)” in the “Appendices” for further
information. It is the responsibility of the school to provide script readers with these instructions and ensure
that the student has practice with this access arrangement during teaching and learning. No allowance will
be made by the IB for any disadvantage caused to the student where these instructions have not been
followed during the final examination.
Flexibility in presentation of material and resources/reception of content
38 Access and inclusion policy
Access
arrangement
When will it be
applied?
Applicable
programmes
in IB
assessments
Is authorization
required for IB
assessments?
Criteria for eligibility
Word processor Learning and
teaching
IB assessments
DP
CP
Yes • A physical,
psychological/medical
or sensory condition
due to which a student
requires this access
arrangement
• A standard score in a
language test in
writing that is below
competency level
Scribe Learning and
teaching
IB assessments
MYP (for the
eAssessment,
the scribe will
type for the
student)
DP
CP
Yes • A standard score on a
free writing speed test
that is below average
for the student’s age
• A standard score of 90
or less in written
expression/spelling/
information
processing/working
memory
• Handwriting that is
largely illegible to
someone who is not
familiar with it
• A medical, physical or
sensory condition
Speech recognition
software
Learning and
teaching
IB assessments
DP
CP
Yes • A standard score on a
free writing speed test
that is below average
for the student’s age
• A standard score of 90
or less in written
expression/spelling/
information
processing/working
memory
• Handwriting that is
largely illegible to
4. List of inclusive access arrangements
Flexibility in response
39Access and inclusion policy
Access
arrangement
When will it be
applied?
Applicable
programmes
in IB
assessments
Is authorization
required for IB
assessments?
Criteria for eligibility
someone who is not
familiar with it
• A medical, physical or
sensory condition
Graphic organizer Learning and
teaching
IB assessments
MYP
DP
CP
Yes • A standard score of 90
or less in written
expression/information
processing/working
memory
• A medical, physical or
sensory condition
Four-function
calculator
Learning and
teaching
IB assessments
DP
CP
Yes • A standard score of 90
or less in mathematical
fluency
Text to speech Learning and
teaching
IB assessments
MYP
DP
CP
Yes • A challenge with
speech that requires
the student to use this
assistive technology for
the oral component of
the course
Transcriptions Learning and
teaching
IB assessments
DP
CP
Yes • A medical, physical or
sensory condition that
causes difficulties in
accessing scantron
(bubble sheets) answer
sheets
Talking calculator Learning and
teaching
IB assessments
MYP
DP
CP
Yes • A medical, physical or
sensory condition that
causes difficulties in
accessing standard
calculators
Audio recording of
responses
Learning and
teaching
Not applicable for IB assessments
Rules and guidance for IB assessments
Word processor
4.68 Refer to “5.5 Rules and guidance for use of a word processor” in the “Appendices” for further
information.
Scribe: Rules
4.69 The scribe must be available for the student to familiarize themselves with this access arrangement
during learning and teaching.
Flexibility in response
40 Access and inclusion policy
4.70 The student’s examination must be conducted in the presence of an invigilator, in addition to the
scribe.
4.71 The teacher for the subject concerned should not be appointed as the scribe. The only exception to
this rule is in subjects such as language acquisition if there are no scribes available for the language of the
examination.
4.72 A student’s family member or friend cannot be appointed as a designated scribe.
4.73 For mathematics subjects, the scribe must be familiar with writing notations accurately.
4.74 For the DPCP, a scribe is only allowed to hand write the dictated responses of the student. A scribe
must not type the responses using a word processor.
4.75 A separate room and seating must be planned for the student to ensure that the dictated responses
are not overheard by other students.
4.76 If the student is allowed access to any other human assistance in addition to a scribe, the same person
should fulfil both roles whenever possible.
4.77 Refer to “5.2 Instructions for a scribe” in the “Appendices” for further information. It is the school’s
responsibility to provide the scribe with these instructions. Failure on the part of the scribe to follow these
rules will lead to the IB not marking the student’s examination.
Graphic organizers: Rules
4.78 Electronic graphic organizers cannot be used in the MYP on-screen examinations.
4.79 All paper-based graphic organizers must be clean copies with no annotations, provided by the school
at the start of the examination. Electronic graphic organizers cannot contain any pre-populated words or
sentences.
4.80 Paper-based graphic organizers should be destroyed immediately after the completion of the
examination. Content typed into electronic graphic organizers should be deleted immediately after the
completion of the examination.
4.81 If an electronic graphic organizer is used, it must not have grammar check or word/sentence prediction
enabled and/or produce any words or sentences.
4.82 The output from the graphic organizer must only contain the student’s writing, without any
reorganization of sentence structure or word order. No other additional word, sentence, image or material
must be added to the student’s own writing.
4.83 Once the student completes and submits the examination, content from the graphic organizer cannot
be transcribed to the answer booklet or quoted to the IB as part of the response.
4.84 Under no circumstances will the IB accept any content that is in the graphic organizer as part of the
student’s response.
Four-function calculator: Rules
4.85 A four-function calculator is a basic calculator performing only the functions of addition, subtraction,
multiplication and division.
4.86 It can be used in subjects requiring mathematics calculations (as decided by the IB) where a calculator
is otherwise not allowed in the examination. Please refer to the Assessment procedures for the relevant
programme for a full list of examinations where a four-function calculator can be allowed.
4.87 It is a breach of regulations if a student is found in possession of a calculator other than a four-function
calculator unless specified for that examination.
Text to speech: Rules
4.88 A student using this arrangement will need to be exempt from the criteria that involve speech
production such as articulation. The IB will generate a missing mark for this from the performance in
available criteria that can be assessed.
Flexibility in response
41Access and inclusion policy
4.89 Students should not be allowed to delete and/or go back to an earlier word or sentence when writing.
This is as in speech, where other students are not able to take back words that they speak.
4.90 To mark language fluency, the teacher must pay attention to the student’s pauses when typing. Any
long pause should be picked up as hesitation and marked accordingly in fluency.
Flexibility in response
42 Access and inclusion policy
Access
arrangement
When will it be
applied?
Applicable
programmes in
IB assessments
Is authorization
required for IB
assessments?
Criteria for eligibility
Care assistant Learning and
teaching
IB assessments
MYP
DP
CP
No • A sensory or medical
challenge or any other
difficulty that requires a
care assistant
Practical assistant Learning and
teaching
IB assessments
MYP
DP
CP
No • A physical, sensory,
psychological/medical
challenge or any other
difficulty that requires a
practical assistant
Spelling assistant IB assessments MYP Yes • Difficulty in spelling due
to learning, psychological
or other difficulties
Prompter Learning and
teaching
IB assessments
MYP
DP
CP
No • A physical, sensory,
psychological/medical
challenge or any other
difficulty that requires a
prompter
Communicator (to
clarify instructions
or directions)
Learning and
teaching
IB assessments
MYP
DP
CP
No • A sensory or medical
challenge or any other
difficulty that requires a
communicator
Designated person
for colour naming
Learning and
teaching
IB assessments
MYP
DP
CP
No • Colour blindness
Designated person
reading aloud, or
oral language
modifications
Learning and
teaching
Not applicable for IB assessments
Sign language
interpreter
Learning and
teaching
Not applicable for IB assessments
Reader Refer to the section “Flexibility in presentation of material and resources/reception of
content”
Script reader (for
lip reading)
Scribe Refer to the section “Flexibility in response”
4. List of inclusive access arrangements
Use of human assistance
43Access and inclusion policy
Rules and guidance for IB assessments
Use of human assistance: Rules
4.91 Family members cannot be appointed as assistants for a student during an examination. This rule
applies under all circumstances, including when a request has been made for an alternative venue for
examinations to be conducted at home.
Practical assistant: Guidance
4.92 For the DPCP, a practical assistant can be used to support the student during the internal assessment
(for example, practical work in the sciences or geography fieldwork). This arrangement is particularly suited
to situations where there is a concern for a student’s health or safety. For practical work in the sciences, the
assistant should be familiar with the apparatus that is used for the task.
4.93 If required, a practical assistant can be provided to help students with visual impairment with aids and
equipment such as magnified devices and talking calculators. However, if the student has been authorized
the use of a scribe or reader, the designated person must also provide the practical assistance.
4.94 If a student requires a practical assistant for MYP on-screen examinations, it is suggested that the
practical assistant is also familiar with the on-screen examination environment.
Spelling assistant (MYP only): Guidance
4.95 The spelling assistant can either check spellings as the student is working or at the end of the on-
screen examination. This decision must be based on student preference during learning and teaching. Any
additional time that is required for the spellcheck must be included in the usual way of working and be
authorized by the IB.
Prompter: Guidance
4.96 For maximum benefit and support, it is best practice to use a prompter for regular class activity and
tests rather than only introducing this at the time of the examinations. Please refer to “5.4 Instructions for a
prompter” in the “Appendices” for further information.
4.97 For students who have difficulty with concentration, a prompter often works much better than
additional time because the student is directed to attend to the task on hand rather than getting additional
time that they may not use effectively.
Prompter: Rules
4.98 The student must be familiar with this access arrangement during learning and teaching.
4.99 The student must practise sitting for an examination (class tests or mock examinations) with the
designated prompter to familiarize themselves with working with this access arrangement.
4.100 The use of the prompter should not disturb other students.
4.101 The coordinator or invigilator may act as a prompter, but the examination must be conducted
according to IB regulations.
4.102 Refer to “5.4 Instructions for a prompter” in the “Appendices” for further information. It is the school’s
responsibility to provide the prompter with these instructions. Failure on the part of the prompter to follow
these rules will lead to the IB not marking the student’s examination.
Use of human assistance
44 Access and inclusion policy
Access
arrangement
When will it be
applied?
Applicable
programmes in IB
assessments
Is authorization
required for IB
assessments?
Criteria for eligibility
Separate room
(within the school)
for class tests and IB
examinations
Learning and
teaching
IB assessments
MYP
DP
CP
No A physical, sensory,
psychological/medical
challenge or any
difficulty due to which
this arrangement is
required
Specific seating
location
Learning and
teaching
IB assessments
MYP
DP
CP
No
Special lighting Learning and
teaching
IB assessments
MYP
DP
CP
No
Alternative venue
(away from school)
for IB examinations
IB assessments MYP
DP
CP
Yes
Policy covered in
Assessment
procedures for
relevant
programme
Noise-cancelling
headphones
Learning and
teaching
IB assessments
MYP
DP
CP
No
Adapted desk or
seat
Learning and
teaching
IB assessments
MYP
DP
CP
No
Medical aids and
equipment
Learning and
teaching
IB assessments
MYP
DP
CP
No
Small-group setting Learning and
teaching
Not applicable for IB assessments
Rules and guidance for IB assessments
Noise-cancelling headphones: Rules
4.103 Before the examination, the invigilator must check that the noise-cancelling headphones do not have
a Bluetooth and/or Wi-Fi connection.
4. List of inclusive access arrangements
Flexibility in equipment, setting or location
45Access and inclusion policy
Medical aids and equipment: Rules
4.104 If a care assistant is needed to help with aids and equipment, this provision must be made in advance.
4.105 If a student usually uses a mobile phone or tablet to monitor glucose levels, the school can permit this
during the examinations. However, the IB must be informed in advance so it is known in the case of an
unannounced inspection. The mobile phone or tablet must always be kept on the invigilator’s desk. Under
no circumstances must the mobile phone or tablet be in the possession of the student during the
examination. All examinations for this student must take place in a separate room to minimize disruption
should the phone alarm go off and an injection administered or food eaten.
Flexibility in equipment, setting or location
46 Access and inclusion policy
4.106 Any flexibility introduced to learning, teaching and assessment that is not covered in the standard list
of inclusive access arrangements is termed as a reasonable adjustment.
4.107 This flexibility is unique to a student based on factors such as requirement, way of working, strengths
and difficulties.
4.108 If the reasonable adjustment being considered for a student is also to apply to IB assessments, then
the school must consult with the IB before planning the adjustment. This is to make sure that what is being
planned is viable and appropriate for IB assessments. The IB will engage with the school to authorize the
most appropriate, supportive, fair and optimal reasonable adjustment.
4. List of inclusive access arrangements
Reasonable adjustments
47Access and inclusion policy
The role of a reader is to read the examination aloud to a student accurately, without any alteration or
explanation or interpretation to wording.
An examination must be read aloud using an even vocal intonation and inflection that does not give any
cues to the student.
A reader must pronounce words very clearly.
A reader may read back the student’s answers, when requested, but without emphasis on any errors.
Reading instructions and answering questions about the rubrics of the examination (for example, how
many questions to answer, the time available for the paper) are permitted.
A reader must not advise the student regarding which questions to answer, prompt the student (unless the
reader is also a designated prompter), nor suggest the student move on to the next question or help with
the order in which questions should be answered.
A word that appears in the examination may be spelled out for the student, but otherwise the reader must
not help the student with spellings or grammar.
A reader can repeat the instructions or questions in an examination when a student indicates a specific
need for this.
For students with visual impairment, the reader:
• may enable a student to identify diagrams, graphs and tables, but all assistance must be of a
descriptive nature
• must read text scripts of visuals in modified examinations without any explanation or alteration to
wording
• must not give any information that is not accessible to a sighted student nor offer any suggestions
• should pay attention to any bespoke instruction for a reader that is part of a modified paper.
Except for language subjects, a student who is not working in their best language may ask the reader to
consult a bilingual dictionary. An entry can be read to the student but no further explanation should be
given.
In mathematics examinations for sighted students where the role of the reader is to read text, the reader
must point to all notations. In mathematics examinations for students with visual impairment, the reader
must read the notation without interpreting it or expanding on it for the student.
5. Appendices
5.1 Instructions for a reader
48 Access and inclusion policy
The role of a scribe is to transcribe (type in MYP eAssessment or write in DPCP) accurately verbatim what a
student has said at a reasonable speed. There must be no alteration to the dictated wording.
Where there are visual responses (such as graphs, maps or diagrams), the scribe must produce them exactly
according to the instructions of the student.
A scribe must not offer information that may be used to answer questions, including advice on which
questions to answer, when to move on to another question or the order in which questions should be
answered.
A scribe may read back and edit answers as requested by the student.
Conversation between the student and the scribe must be confined to ensuring that the student’s
responses are transcribed correctly. There must be no discussion about the examination or the student’s
responses.
A scribe must not act as a prompt, unless there has been a prior decision by the school to use a prompter as
an access arrangement for the student.
5. Appendices
5.2 Instructions for a scribe
49Access and inclusion policy
General administration
The IB will provide the school with a script for the script reader to use. This will be emailed to the school as a
PDF file at 7.00am on the day of the listening comprehension examination. The designated script reader
must practise with this script to ensure they are familiar with it and able to read it according to the
approximate timings provided in the Language acquisition listening comprehension examinations user guide
(excluding pauses and additional repetition requested by the student).
Content that is not part of the spoken text of the script will be in the language of instruction of the school.
This includes cover instructions to the student, descriptions of sounds (such as “dog barking”), and
instructions to pause the reading.
If the designated script reader is not familiar with the language of instruction of the school, dual reading
must be put in place as follows.
• The school must plan for another individual to read out the parts of the examination that are in the
language of instruction of the school.
• To ensure a continuous and seamless listening experience for the student, it is expected that the dual
reading is practised during learning and teaching with the student. In addition, the two readers must
practice with the examination script once this is made available to the school by the IB.
The script reader must sit or stand so that the student can lip read from them clearly but is unable to read
the transcript themselves.
The script reader should be familiar with the structure of the standard examination for all students. This
structure will be flexible for students who use lip reading to allow for the approved additional time to be
incorporated. However, the examination must be managed within the total approved time.
Cover instructions
The script will include the cover instructions for the student. These instructions must be read out either by
the designated script reader or by the invigilator. As in the standard examination for all students, this
reading time is not counted towards the examination time.
Dialogue
When the script is a dialogue between two or more characters:
• either a script reader for each character can be provided, or
• the single designated script reader can provide the student with a visual cue to a change in character.
For example, the script reader could put their hand up when they are reading character 1 and keep it
down when they are reading character 2.
Note: The preferred option will depend on the student and the resource capabilities of the school. The IB
recommends that the student practises this scenario during learning and teaching so that they can identify
which option works best for them and the school can plan accordingly.
Additional character information
Some scripts may start with additional character information that states the name(s), gender and/or age of
the characters. When this information is included, it should be read out to the student at the start.
5. Appendices
5.3 Instructions for a script reader (for lip reading)
50 Access and inclusion policy
Sound effects
The script may contain information about a sound. The script reader is not required to produce the sound
but must read out the sound as mentioned in the script. For example, the script reader will read out
“doorbell rings” or “dog barking” when it is mentioned in the script. The script reader must pause for a
couple of seconds following reading this out, to allow the student to process the sound in the script.
Depending on the student’s preference, when reading out the sounds in the script, the script reader can
also hold a card/paper with the sound written out (such as “doorbell rings”). In this case, the script reader
must:
• write the sound(s) on individual cards/paper before the examination
• write the sounds as mentioned in the script in the language of instruction and not the target language
• practise reading the script along with holding the card/paper before the examination.
Transition pauses
All scripts will clearly state where a script reader must pause during the reading of the script. The
approximate time of each pause will also be mentioned.
These are pauses that are indicators to students to move to the next set of questions. The duration of these
pauses is approximately 30 seconds.
Where there are transition pauses, the script will state “Pause for approximately 30 seconds”.
Repetitions during reading
Repeating lines
The reader can repeat a line for the student on request. The sign for the student to tell the reader to pause
and repeat must be decided between the student and the reader during learning and teaching.
Repeating the entire script
For the standard examinations, the audio of the text is repeated twice for language B and three times for
language ab initio. Additional repetitions are permitted for students who use lip reading. However, the
number of repetitions must be managed within the time that is approved for the student.
5.3 Instructions for a script reader (for lip reading)
51Access and inclusion policy
The role of a prompter is to support a student in staying focused and paying attention to the examination.
Under no circumstances should the prompter provide any form of assistance or draw the student’s
attention to any part of the examination paper or script.
The designated prompter must be available to the student for practice before the examinations. A member
of the student’s family cannot be appointed as a prompter for examinations.
It is essential that the nature of the prompt is planned before the examination.
Students who use prompts should have done so during learning and teaching—that is, use of a prompter is
their usual way of working. In a classroom situation, it is likely that the teacher would play the role of the
prompter. It would be best for the designated examination prompter to offer the same prompts to the
student during the examination.
The prompt must not be given verbally. A gentle tap on the student’s arm or on the desk or table is the
most common prompt. It is important that students are familiar with the kind of prompt that they will
receive from the prompter. How often the student should need to be prompted depends on what has been
effective for the student during learning and teaching, and the student’s preferred way of working with
prompts. Some students benefit from being prompted at regular intervals (for example, once every 15
minutes) and some only need to be prompted when they lose focus on the task. For the latter, prompters
should be familiar with the student’s behaviour so that they can correctly identify when the student is off
task.
5. Appendices
5.4 Instructions for a prompter
52 Access and inclusion policy
This policy uses the term “word processor” rather than specifying electronic devices, such as laptop or PC,
because the authorization solely relates to the function of word processing.
The following applies when a student has been approved to use a word processor for their DP or CP
examinations.
Before the examinations
Under this policy, students can only use a word processor in examinations when authorization has been
given by the IB.
If a student submits word-processed responses for an examination where no authorization has been given
by the IB, this will be reviewed with regard to possible academic misconduct.
Where a student has been authorized use of a word processor by the IB, they can have the option to use the
spellcheck functionality if it is their usual way of working. This can be put in place by the school without
prior authorization from the IB. However, a student must not have access to the internet; any additional
information or notes stored on the computer hard drive, USB flash drive, external hard drive, CD or other
media; a thesaurus, predictive text, electronic dictionary; and/or other electronic device that may give an
advantage. The grammar check functionality must be turned off.
Before the examination, the student must be proficient in the use of the word processor and any software
that has been authorized by the IB for use in the examinations. The IB does not provide a list of prescribed
software (reading, speech recognition, and so on) that students may use with their word processor. The
responsibility for identifying and obtaining software rests with the teachers and coordinator.
The IB reserves the right to request, either before or after an examination, full details of the type of
hardware and software used by a student.
The coordinator is responsible for ensuring that a student does not have access to stored information or an
unauthorized electronic device. Either the student’s personal word processor or a school word processor
can be used, but in either case the school would need to ensure that all personal folders and files have been
deleted. The word processor should be handed in to the coordinator after each examination and kept in a
secure place or locked cupboard at school and not taken home by the student.
It may be prudent to have a spare word processor standing by in case of any technical problems on the day
of examination.
It is recommended that a student who is using a word processor takes the examination in a separate room,
to avoid any distraction to other students. This arrangement does not require authorization from the IB.
Coordinators are advised to check that the word processor and all peripherals, such as a printer, are
working properly at the time of the examination.
When a word processor has been approved and the student’s usual way of working is using a “Pinyin”
keyboard for language examinations, then this may also be used in IB examinations. All other IB word
processor requirements must be adhered to.
The use of a word processor is not permitted for language acquisition listening examinations.
During the examinations
The student must type their IB personal code on each typed sheet of paper that they submit. No other
personal information should be included on their word-processed responses.
Either single or double spacing is acceptable.
5. Appendices
5.5 Rules and guidance for use of a word processor
53Access and inclusion policy
The student may choose the font and font size in line with their usual way of working.
The student may choose to either type all their answers or they may type some answers and hand write
some answers into their structured/semi-structured examination paper according to their preference.
The student must type details of the question they are answering for every single question, for example:
“Section A, question 2”.
The automatic save option should be used during the examination to ensure that the student’s work is
regularly saved to the device.
At the discretion of the coordinator, it is permissible for a student to print their work during the
examination for scrutiny. However, this is not encouraged, and no additional time is permitted for this
activity, regardless of any computer or printer malfunction.
After the examinations
The student’s work must be printed at the earliest opportunity after the examination.
The school must keep securely stored copies of all the student’s word-processed responses until after the
issue of results.
When all word-processed answers have been printed, they should be added to any structured/semi-
structured examination papers that have also been written on. All items must be securely attached to the
coversheet.
This should then be packed up with all the other students’ scripts. The coversheet should make no
reference to access arrangements or a student’s challenges to learning.
All documents should be sent to the school’s allotted scanning centre in the usual way.
The failure to store, retrieve and/or print the student’s work may result in no marks being awarded for the
component. While the IB will consider whether any compensation can be made for the missing component,
if there are insufficient marks on which to award a grade for the subject, no grade will be awarded.
5.5 Rules and guidance for use of a word processor
54 Access and inclusion policy
This section contains examples of possible access arrangement scenarios. It is intended as guidance only
and schools should contact the IB if there is any doubt about procedures they must follow.
Example A
A student, whose primary barrier to learning is in the area of reading, has always used a reader for working
during tests and lessons in school. In the DP, the student wishes to be more independent and works with
their teachers to use reading software rather than a reader. This arrangement works well, and the student
uses it for classwork and tests. With supporting documentation of a learning plan (educational evidence)
and a standard score of 80 in reading fluency (psychological documentation), use of reading software and
electronic version (PDF) of the examination is approved for IB assessments.
Solution: This arrangement requires authorization for IB assessments.
Example B
A student with scotopic (Irlen) syndrome has barriers to reading. Their teachers explore if the student would
be supported by additional time and use of coloured overlays. It is evident that the student does not need
the additional time. With the use of coloured overlays, the student can work well during teaching and
learning, including formative assessments. The same arrangement is planned by the school for IB
assessments.
Solution: This arrangement does not require authorization for IB assessments.
Example C
An MYP student, whose primary barrier to learning is reading, has been introduced to the font Lexie
Readable and use of an off-white background (rather than white) for all on-screen work during teaching
and learning in school. The student finds reading accessible with these alterations and their engagement in
classwork and performance in formative assessments improves. Upon request, the IB delivers the student’s
on-screen examinations with these alterations.
Solution: This arrangement requires authorization for IB assessments (in order for the changes to be made
to the student’s on-screen examinations).
Note: If prior authorization has not been requested, the school can put the alternative font in place at the
time of the examination via the invigilator console.
Example D
A student has significant difficulties in written expression. The school provides 50% additional time for
formative assessments and the same is requested for IB assessments. With a psychological test report that
states a standard score of 68 in written expression, and educational evidence of usual way of working, this
request is in line with IB policy and approved for IB assessments.
Solution: This arrangement requires authorization for IB assessments.
5. Appendices
5.6 Examples
55Access and inclusion policy
Example E
A student has difficulty with written tasks and the psychological report states that the standard score in
written fluency is 84. Based on the IB eligibility criteria, the school puts in place 25% additional time for
classwork and formative assessments. Upon monitoring, it is concluded that the provision is supportive for
the student. The school submits the psychological test report and the student’s individualized learning plan
to the IB. The access arrangement is approved for IB assessments.
Solution: This arrangement requires authorization for IB assessments.
Example F
A student, whose primary barrier is hearing, uses lip reading to access speech. In the classroom the student
has a specific seating location so that they can use lip reading during teaching and learning. For the
listening comprehension examinations in language acquisition, the student is allowed to use a script reader
for lip reading the text scripts of the audio.
Solution: This arrangement requires authorization for IB assessments.
Example G
A student with attention challenges needs support to remain focused on the task at hand. The school notes
that additional time does not help because the student loses focus during the given length of time. Access
to a prompter is found to be the most suitable access arrangement during teaching and learning for the
student to be directed back to their task. As this provision works well for the student, the school plans for
this for IB assessments.
Solution: This arrangement does not require authorization for IB assessments.
Example H
A student with diabetes is provided rest breaks to check blood sugar levels and take medication during
teaching and learning. This is also allowed during their IB assessments.
Solution: This arrangement does not require authorization for IB assessments. However, because the
student’s usual way of measuring blood sugar is via an app on their mobile phone or tablet, the school
must inform the IB in advance as specified under “Medical aids and equipment: Rules”. The student must
not be in possession of the phone at any time during the examination; it must be placed on the invigilator’s
table.
Example I
A student’s primary barrier to learning is processing, with difficulties in maintaining attention and
organization. Given the student’s difficulties in organizing written content, the school makes a provision for
use of a graphic organizer for writing essays and long responses in the classroom as well as for homework.
The school requests the same arrangement for IB assessments, submitting educational evidence and a
psychological test report that indicates a processing speed of 83. The same graphic organizer that is the
usual way of working is authorized for IB assessments.
Solution: This arrangement requires authorization for IB assessments.
Example J
An MYP student with barriers to learning requires a longer time frame to work on the personal project,
which is usually introduced at the end of year 4, with the majority of work carried out in year 5. After
discussions with the school, a reasonable adjustment is authorized whereby the student is supported with
the scaffolding needed to commence the personal project in year 4. Investigation and planning commence
in year 4 and taking action, reflecting and reporting are completed in year 5.
5.6 Examples
56 Access and inclusion policy
Solution: This arrangement requires authorization for IB assessments.
5.6 Examples
57Access and inclusion policy
Access arrangements (also
referred to as inclusive
access arrangements)
Changes or alterations introduced to learning, teaching and assessment to
remove or reduce barriers. They do not change what the student is
expected to learn and do not lower expectations, but instead provide the
optimal support to address a range of barriers and to enable the student to
work around them.
At a fundamental level, they address equal access and fairness to learning
and teaching and in addition, validity and meaningfulness to assessment.
Access requirements A student with access requirements is one who requires access
arrangements in teaching, learning and assessment.
Additional language learners Students whose medium of instruction and assessment is not their first or
best language.
Additional or extra time A specific percentage of examination time authorized to a student with
access requirements that is more than the standard duration of time
allocated to the examination in IB assessments and to other tasks in
classwork.
Exceptional circumstances Circumstances that are not commonly within the experience of other
students with access requirements. The IB reserves the right to determine
which circumstances qualify as “exceptional” and therefore justify a
particular access arrangement.
Invigilator Person(s) responsible for supervising an examination. The invigilator of an
IB examination may or may not be the coordinator.
Learning support
requirements
Support and/or access required to enable some students, who have the
aptitude to meet all curriculum and assessment requirements, to reach their
full potential in learning and assessment. Not all students who have access
requirements will need learning support.
Students with identified challenges (such as: autism/Asperger’s syndrome;
learning challenges; speech, communication, physical and sensory
challenges; social, emotional and behavioural difficulties; medical and
mental health difficulties) may have learning support requirements. Also,
additional language learners may receive learning support to bridge and
develop their language. However, learning support is not restricted to
students with identified challenges and must be provided to any student
who requires support.
Reasonable adjustments Changes or additional conditions to the assessment process that may not
be standard and are not covered in the list of inclusive access
arrangements. They are unique to a student based on their requirements.
Standard score A score, which allows for comparisons, that is based on a scale with a
constant statistical mean and standard deviation. Standard scores reported
in psychological tests usually have a mean of 100 and standard deviation of
15.
5. Appendices
5.7 Glossary
58 Access and inclusion policy
Technical language
(cognitive academic
language proficiency)
Terminology specific to the subject being tested. It may be the target of the
assessment and must be known by the student to understand the subject
fully. Refer to Developing academic literacy in IB programmes (2014) which
outlines cognitive academic language proficiency (CALP).
Usual way of working The access arrangements established for a specific student during learning
and teaching in school. These arrangements are put in place in response to
the student’s needs and are used in classroom activities and for class tests
and examinations.
MYP only
RGB colour
model
The colour model used to display colours in images in electronic systems (such as
television and computer screens). This model blends the colours red, green and blue in
various ways to produce a broad spectrum of colours. The RGB model has been used for
selection of text/background colour in the MYP on-screen examinations.
5.7 Glossary
59Access and inclusion policy
Council of Europe. (2018). Common European Framework of Reference for Languages (CEFR). Retrieved April
12, 2022, from https://www.coe.int/en/web/common-european-framework- reference-languages/table-1-
cefr-3.3-common-reference-levels-global-scale
International Baccalaureate. (2022). Access and inclusion in Diploma Programme language A courses: Students
with visual impairments. International Baccalaureate Organization.
International Baccalaureate. (2021). Adverse circumstances policy. International Baccalaureate Organization.
International Baccalaureate. (2022). Career-related Programme Assessment procedures. International
Baccalaureate Organization.
International Baccalaureate. (2014). Developing academic literacy in IB programmes. International
Baccalaureate Organization.
International Baccalaureate. (2022). Diploma Programme Assessment procedures. International Baccalaureate
Organization.
International Baccalaureate. (2019). Language acquisition listening comprehension examinations user guide.
International Baccalaureate Organization.
International Baccalaureate. (2016). Learning diversity and inclusion in IB programmes. International
Baccalaureate Organization.
International Baccalaureate. (2022). Middle Years Programme Assessment procedures. International
Baccalaureate Organization.
International Baccalaureate. (2021). Teaching and learning informed by assessment in the Diploma
Programme. International Baccalaureate Organization.
International Baccalaureate. (2016). Using Universal Design for Learning (UDL) in the IB classroom.
International Baccalaureate Organization.
NCSSFL-ACTFL. (2017). Proficiency Benchmark. ACTFL. Retrieved April, 2022, from actfl.org/sites/default/
files/can-dos/Intercultural%20Can-Do_Statements.pdf
WIDA. (2014). WIDA Performance Definitions. Retrieved April 12, 2022, from https://wida.wisc.edu/sites/
default/files/resource/Performance-Definitions-Expressive-Domains.pdf
5. Appendices
5.8 References
60 Access and inclusion policy
