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Neurodiverse Potential AB
Håsta Hage 122
195 92 Märsta, Sweden


Neurodiverse Potential AB SE559436-4241

Phone & Email

(+46) 722 835 780


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Frequently Asked Questions

What is neurodiversity?

At least one in seven of us are neurodiverse. This encompasses a variety of conditions from having dyslexia, dyscalculia, ADHD, processing difficulties, working memory deficits, Tourette’s syndrome and many more.

What are Exam Access Arrangements?

Exam Access Arrangements might include:

  • Additional time (10%, 25% & 50%)
  • Reader (human or computer)
  • Use of a laptop
  • Use of a spell checker
  • Use of a scribe
  • Prompter
  • Practical assistant
  • Enlarged papers
  • Modified paper (color, font size, braille, language etc.)
  • Smaller/individual room
  • Rest breaks

Exam access arrangements must be appropriate to the exam and the student. It would not be appropriate to have a reader for an exam testing reading skills (although a computer reader is allowed if this is the student’s normal way of working). Likewise, a student with dyslexia may require additional time for a written exam, but not for a practical one.

Who is entitled to exam access arrangements?
A student does not need to have a diagnosis to be entitled to exam access arrangements. It is the identification and effect of any difficulty, not the application of a label that makes them eligible.
The entitlement to exam access arrangements varies from one examination board to another but common categories of individuals includes students with dyslexia, dyscalculia, dyspraxia, ADHD (Attention Deficit Hyperactivity Disorder), and other specific learning difficulties that may impact their exam performance.
Students with mental health conditions: Individuals with conditions like anxiety disorders, depression, or other mental health challenges may be entitled to exam access arrangements to support their well-being during exams.
Students with sensory impairments: This includes individuals who are deaf, hard of hearing, blind, or visually impaired, who may require specific accommodations to access exam materials or demonstrate their knowledge.
English as an Additional Language (EAL) learners: EAL learners may be entitled to certain arrangements, such as additional time or use of bilingual dictionaries, to ensure they have a fair opportunity to demonstrate their understanding of the exam content.
Temporary medical conditions: In some cases, individuals with temporary medical conditions, such as a broken arm or a short-term illness, may also be entitled to exam access arrangements for the duration of their condition.
Students with disabilities: This includes individuals with physical disabilities, visual or hearing impairments, mobility issues, and other health-related conditions that could affect their ability to take exams under standard conditions.
Who decides if a student will receive exam access arrangements?

The ‘rules’ behind exam access arrangements are set by the following international examination boards:

  • iGCSE & GCSEs by Joint Council for Qualifications (JCQ)
  • Middle Years Programme and Diploma Programme by the International baccalaureate Organization (IBO)
  • SATs The College Board
How do I get access arrangements for a student or my child?

To receive exam access arrangements, students typically need to provide documentation of their disability or learning difficulty and need assessment to determine the appropriate accommodations. Neurodiverse Potential can provide you with this. A student does not need to have a diagnosis to receive exam access arrangements.

How do I know if a student could get exam access arrangements?

Many students are quite adept at covering up any issues they may have, so while they may look like graceful swans in class, they may be paddling like crazy under the water. Alternatively, they may be exhibiting disruptive behavior to avoid work they cannot access.

It’s hard to mask these difficulties during an assessment so it’s better to find ‘challenges’ before sitting through exams such as a iGCSE, Diploma Programme or SAT. 

If you believe that your child or young person is likely to fall within the remit of exam access arrangements it would be perfectly reasonable to ask the school or college to assess for this, giving reasons why. Neurodiverse Potential can provide you with an independent assessment and report.

For what schools and programs are Neurodiverse Potential assessments valid?

Assessments at Neurodiverse Potential are carried out by qualified, licensed and registered Specialist Assessors with accreditation relevant to the tests carried out. The assessment reports are accepted worldwide with international programmes including iGCSE, GCSE (Cambridge) IB Diploma, IB Middle Year Programme (International Baccalaureate Organization) and the SATs (College Board).

What ‘signs’ can I look for that may entitle a student to exam access arrangements?

Signs could be either, or a combination, of:

  • Difficulty with numerical operations
  • Making frequent spelling/grammatical errors
  • Reading a passage but unable to answer questions about it
  • Struggling with reading/slow reading
  • Words moving around the page or blurring (check eyesight first!)
  • Running out of time to copy work off the board
  • Unable to keep up with taking notes
  • Untidy/slow handwriting
  • Getting ‘stuck’ and unable to move on
  • Having problems getting ideas down on paper, despite doing an essay plan
  • Pain when writing for prolonged periods
  • Generalized exam anxiety
  • Reading questions and thinking aloud
How often do I need to renew the assessments?

A psychoeducational report is typically valid for 3 years. If a child was quite young at the time of the assessment the validity of the report can be shorter. Reason being; 3 years is a long time in a young person’s life. The student has probably changed and grown substantially since the time of the last assessment report and therefore the actual scores are no longer valid. Also, the success criteria increases with age and as the student advances through their education. These are all good reasons for periodically renewing the scores to ensure that relevant arrangements are put in place.

What equipment do I need to have at home to use your services?
  • A quiet venue
  • A desktop or laptop with sound.
  • Access to printer
  • A smartphone or a scanner for taking photos of hardcopy assessments (where applicable)
Will Neurodiverse Potential communicate with our school?

Neurodiverse Potential will not communicate or share any documentation or insights to any third party unless specifically requested by you and/or the student.

On the other hand, Neurodiverse Potential is happy to assist you if schools/colleges or universities request an online meeting. Neurodiverse Potential students can request us to participate in an online meeting with the faculty to discuss the reports and assessments/exam access arrangements and recommendations in further detail if needed.

What intervention programs do Neurodiverse Potential provide?

Depending on a student’s individual needs, Neurodiverse Potential can offer a range of structured, systematic tailored, evidence-based online intervention programs, to improve literacy skills such as reading, reading comprehension, reading fluency, spelling, phonological awareness, vocabulary and mathematics skills such as numerical operations, problem solving and algebra.