1. This policy is aimed at learners who are undertaking or a FIT Education qualification or unit via an assessment, and is offered in supporting the requirements of individual’s needs.


  1. This policy outlines our arrangements for making reasonable adjustments and special considerations in relation to our qualifications.

Our responsibility

  1. We shall ensure that all centre staff involved in the management, assessment and quality assurance of all qualifications, including learners, are fully aware of the contents of this policy.

  1. We are committed to complying with all current and relevant legislation in relation to the development and delivery of qualifications, and include, at the time of writing, but are not limited to, the Equality Act 2010. We seek to uphold human rights relating to race relations, disability discrimination and any additional educational needs of our learners, and to provide equable reasonable adjustments and special considerations for all learners registered on our qualifications.

  1. FIT Education shall maintain detailed records of any RPL requests, and decisions made to ensure evidence is always available as required.

  1. We will ensure a fair access to Assessment Policy or approach in operation, which reflects the following principles and guidelines.

  1. We will ensure that assessment shall be a fair test of learners’ knowledge and what they are able to do, however, for some learners the standard format of an assessment may not be suitable. Therefore we ensure that our qualifications and assessments do not bar learners from taking our qualifications.

  1. We recognise that reasonable adjustments or special considerations may be required at the time of assessment where:

  • Learners have a permanent disability or specific learning needs.
  • Learners have a temporary disability, medical condition or learning needs.
  • Learners are indisposed at the time of the assessment.


Reasonable adjustment:

  1. A reasonable adjustment is any action that helps to reduce the effect of a disability or difficulty that places the learner at a substantial disadvantage in the assessment situation. Reasonable adjustment can be made to an assessment for a qualification to enable a disabled learner to demonstrate his or her knowledge, skills and understanding of the levels of attainment required by the specification for that qualification.

  1. Reasonable adjustments must not affect the integrity of what needs to be assessed, but may involve:

  • Changing usual assessment arrangements, for example allowing a learner extra time to complete the assessment activity
  • Adapting assessment materials, such as providing materials in braille
  • Providing assistance during assessment, such as a sign language interpreter or a reader
  • Re-organising the assessment room, such as removing visual stimuli for an autistic learner
  • Changing the assessment method, for example from a written assessment to a spoken assessment
  • Using assistive technology, such as screen reading or voice activated software
  • Providing the mechanism to have different coloured backgrounds to screens for onscreen assessments or asking for permission for copying to different coloured paper for paper-based assessments
  • Providing and allowing different coloured transparencies with which to view assessment papers

  1. Reasonable adjustments are approved or set in place before the assessment activity takes place; they constitute an arrangement to give the learner access to the programme. The use of a reasonable adjustment will not be taken into consideration during the assessment of a learner’s work.

  1. FIT Education is only required by law to do what is ‘reasonable’ in terms of giving access. What is reasonable will depend on the individual circumstances, cost implications and the practicality and effectiveness of the adjustment. Other factors, such as the need to maintain competence standards and health and safety, will also be taken into consideration.

Special considerations:

  1. Special consideration can be applied after an assessment if there was a reason the learner may have been disadvantaged during the assessment.

  1. For example, special consideration could apply to a learner who had temporarily experienced:

  • An illness or injury
  • Some other event outside of their control and which has had, or is likely to have had, an effect on that learner’s ability to take an assessment or demonstrate his or her level of attainment in an assessment

  1. Special consideration will not give the learner an unfair advantage. The learner’s result will reflect their achievement in the assessment and not necessarily their potential ability.

  1. Special consideration, if successful, may result in a small post-assessment adjustment to the mark of the learner. The size of the adjustment will depend on the circumstances and reflect the difficulty faced by the learner.

Process for requesting reasonable adjustments and/or special considerations

  1. The learner must inform FIT Education at the first opportunity if they wish to apply for reasonable adjustment and or special consideration; Learners are made aware of this policy during the induction process and is within the learner handbook. Learners may also speak the Equality Officer Shaun Jackson via email: requesting reasonable adjustment or special consideration or to discuss the policy further.

  1. Once FIT Education has been informed of the request then a reasonable adjustment and special consideration request form shall be issued for the learner to complete along with relevant supporting information/evidence in the first instance.

  1. We will aim to respond to all requests within five working days of receipt. If we are unable to give an answer on the same day we will provide you with an estimated response date.

  1. If FIT Education is not able to give a response then the request shall be submitted to the awarding organisation, where you shall be notified on how long that request shall take in accordance with the awarding organisational procedures.


  1. If you wish to appeal against our decision to decline requests for reasonable adjustments or special consideration arrangements, please refer to our Appeals Policy.

  1. The provision for reasonable adjustments and special consideration arrangements is made to ensure that learners receive recognition of their achievement so long as the equity, validity and reliability of the assessments can be assured. Such arrangements are not concessions to make assessment easier for learners, nor advantages to give learners a head start.