Adjustments for students with disability
Adjustments are provided to students with disability to support access to the NAPLAN tests and encourage maximum participation. All adjustments currently available for NAPLAN remain available for NAPLAN Online. These adjustments are detailed in the National protocols for test administration (the protocols). The following items are important to remember when considering the application of adjustments in the NAPLAN tests:
- Adjustments should be consistent with the support and assistance typically accessed by the student for assessment activities, to demonstrate what they know and can do.
- Adjustments should allow students with various disabilities to access the tests. A student may have access to one or more adjustments in any one test, and these may differ across each of the tests.
- When providing adjustments, the integrity of the NAPLAN tests should be maintained. For example, reading the stimulus material and/or questions to a student during the reading test is not appropriate or permitted, even if this is what the student has in their regular classroom.
ACARA has developed example disability adjustment scenarios demonstrating the application of adjustments permitted in the NAPLAN tests. These scenarios were developed to support schools in their assessment of students requiring adjustments to participate in the NAPLAN tests. Some adjustments must be approved by the relevant test administration authority.
Students with disability sitting NAPLAN Online may use their assistive technology that is compatible with the test construct and the platform.
Assistive technology devices do not have automatic approval for use in NAPLAN. Schools must follow test administration authority procedures for providing assistive technology adjustments to students with disability, including seeking approval for the use of text-to-speech assistive technology such as the C-Pen Exam Reader.
Adjustments are not appropriate if they compromise a student’s ability to independently demonstrate the skills that are being assessed through the NAPLAN tests.
Some assistive technologies are not compatible with NAPLAN Online; for example, some colour contrast modifications. Students should be provided with opportunities to practise using their preferred device and browser via the public demonstration site.
All question types in NAPLAN Online can be accessed via keyboard. Students with disability who require access to the questions using a keyboard only are encouraged to view the keyboard shortcuts for NAPLAN Online. The public demonstration site showcases the types of audio and visual alternative format questions available in the online assessment. The tests on the public demonstration site can assist schools to determine what adjustments students with disability may need to access NAPLAN Online. Read the Guide for schools to assist students with disability to access NAPLAN Online (PDF 245 kb) for more information.
Alternative questions (also known as ‘alternative items’) are available in NAPLAN Online for students with disability who cannot access some types of technology-enhanced questions. This allows the same response to be captured from a student while still measuring the intended content.
There are two categories of alternative questions: audio and visual, both including colour themes. Where a student has been identified as requiring alternative questions in these categories, the platform will automatically substitute an accessible question whenever required.
The audio alternative questions replace audio files for spelling with text passages for proofreading. This is relevant to the conventions of language test.
The visual alternative questions simplify or enlarge images, including text within images, for easier viewing. This is relevant to the reading and numeracy tests.
Colour themes that display black text against a selection of five different colour backgrounds (white, blue, lilac, green and yellow) are available to support access to NAPLAN Online for students with disability. Students with disability who require an inverted theme (that is, white text with black background) should be set up with the colour contrast modification disability adjustment code (DAC) in combination with black text with white background colour theme and use their device settings to set up screen inversion. The use of the colour contrast modification DAC gives students access to an unsecure browser, so schools must ensure that appropriate supervision is provided.
Alternative format tests
Alternative format paper tests including large-print, black-and-white print and braille tests are available for students with disability for NAPLAN and NAPLAN Online. These adjustments must be arranged in advance with your state or territory test administration authority.
For NAPLAN Online, where students with disability:
- find that online adjustments are not suitable, including the zoom tool available via the tests or their usual magnification software, they can continue to access large-print paper tests. Students accessing the tests from font N18 and above may find it necessary to use a paper large-print test but should first access the public demonstration site to determine whether they can access NAPLAN Online
- require colour themes or colour contrast modifications, they should access the public demonstration site tests to determine whether one of the five different colour themes meets their needs for access or whether tests printed on coloured paper are still required.
Technical limitations currently prevent NAPLAN Online being implemented for students who require braille to be able to read the tests.
The electronic test format is a PDF document accessed via a device; however, it is not NAPLAN Online. The electronic tests enable students to answer questions on screen by clicking a radio button or typing their answer in a text box. To be eligible to use the electronic tests, students must currently use assistive technology (that is, a computer) as part of their usual adjustments when participating in classroom assessments and must not be able to access the tests through any other adjustments available.
The electronic tests contain the same content as the paper tests. The test results of students deemed eligible to use the electronic tests will be included in the official cohort of students undertaking the tests, and these students will be provided with a NAPLAN student report.
Schools may obtain sample NAPLAN electronic tests from the relevant test administration authority to help students familiarise themselves with the medium in preparation for the tests.
Scribes and NAPLAN support persons
A scribe and a NAPLAN support person provide different types of support to help students with disability access NAPLAN tests. A scribe may only be used for the writing test. A NAPLAN support person may be used for the reading, conventions of language and numeracy tests. While the same person may fulfil both roles, they are distinct roles with separate responsibilities and accountabilities.
A scribe may be used for the NAPLAN writing test to assist a student with disability, provided that the student meets the criteria set out in the protocols. Schools must obtain a permission from the test administration authority to use a scribe. Scribes must meet requirements set out in the protocols, including that they have experience working as a scribe, be officially and regularly engaged by a school, and be aware of, and abide by, the NAPLAN scribe rules.
NAPLAN support person
A NAPLAN support person can be used for the NAPLAN reading, conventions of language and numeracy tests. A NAPLAN support person is not allowed for the writing test because a scribe is the appropriate equivalent adjustment for the writing test.
A NAPLAN support person is officially engaged by a school and can undertake tasks such as shading bubbles indicated by a student. A NAPLAN support person can be a teacher, or another appropriate person engaged by a school. A NAPLAN support person cannot be a person with responsibility for administering the NAPLAN test, a parent of a student, or another student.
Some support that is used in classroom learning and assessment is not appropriate in the NAPLAN assessment setting. If some methods students use in their classroom-based assessment are not permitted in the NAPLAN assessment setting, adequate time and support should be provided to these students to enable them to adjust to the NAPLAN assessment conditions accordingly.
The protocols allow certain parts of the tests to be read to all students. For NAPLAN Online, students will have headphones and will be able to access the audio player when this is consistent with what is permitted for test administrators to read aloud for test content.
Depending on circumstances and to minimise disruption to other students, some students may require separate supervision during the tests, or have consideration given to their seating position.
Reading to students
Reading to students is a provision available to all students in line with the protocols. It is not available where reading aloud would compromise a student’s ability to demonstrate their skills during each of the NAPLAN tests.
During NAPLAN Online, students use headphones and can access the audio player when this is consistent with what is permitted for test administrators to read aloud for test content.
Extra time and rest breaks
Teachers and schools are best placed to determine how many minutes of extra time a student should have to take the test. Generally, it is recommended that no more than five minutes of extra time per half-hour of test time be granted; however, in some cases it is recommended up to an additional 50 per cent of published test time be provided. In any case, a school is best placed to make a final decision based on the specific circumstances of the student in question, in line with test administration authority requirements.
Where relevant, rest breaks can be used as an alternative to extra time to avoid student fatigue, although there will be instances where both (that is, extra time and rest breaks) are necessary.
The logistics of using braille or a brailler may warrant the provision of some extra time for all students accessing the test in this manner, regardless of their proficiency in this medium. For example, students who use braille are also required to use two large braille books in the reading test (that is, the reading magazine and question book), working between the two at the same time (for example, taking their fingers off one book to refer to the other and finding their place in each). Students using braille are required to respond on their brailler and then tactually find their place for the next question.