I have just taken on a pupil who has dyspraxia and want to enter him for Grade 1 piano. I have emailed ABRSM to ask if they make any allowances, e.g. extra time, for such exam candidates. This child has a special needs statement, but I couldn't find his condition listed in the exam rules about special needs candidates.

Please, has anyone any advice on or experience of entering pupils with special needs for exams? Thanks very much.

I'm sure more time will be allowed, have you looked on here?

http://www.abrsm.org/?page=exams/specialNe...kIre/index.html

If he has a Special Needs Statement then i'm almost 100% sure AB will help.

My son has dyspraxia and he has just passed his Grade 1 Jazz trombone (ABRSM) . They were fantastic. He was entered under the dyslexia code which includes other spld.... He got 5 mins extra time. Much more time for sight reading. The examiner does not take into account speed of response in aural and scales. He could ask for extra repeats etc in aural.
You have to apply separately, but my son was also allowed to take in his scales manual as when he had his ed. psych assessment, he has problems sequencing backwards. He wasn't allowed to read from the manual, but could glance at it before attempting the scale. His teacher forgot to apply for that.... but we e- mailed the board 1 week before the exam, and it was agreed... message sent to examiner etc.
All the evidence needed is an ed. psych report or letter from the Head teacher.

and... my son does not have dyslexia... it was the dyspraxia he got his special consideration for.

I know about dyslexia and attention deficiency syndrome but I hadn’t come across the term « dyspraxia » until reading these forums. I am probably terribly ignorant but perhaps someone could explain exactly what this difficulty is and what it means for music learners.

I know about dyslexia and attention deficiency syndrome but I hadn’t come across the term « dyspraxia » until reading these forums. I am probably terribly ignorant but perhaps someone could explain exactly what this difficulty is and what it means for music learners.

Dyspraxia is a co-ordination disorder. It can overlap with other learning difficulties.
My son finds fine motor skills difficult. He mainly types... . It also can effect the way your brain processes information. Complicated instructions may not be understood.
It effects day to day living. Everything is harder... getting dressed, eating with a knife and fork. My son can't really tie shoe laces at 10. His sense of where he is is poor. He has poor muscle tone which can be part of it. Therefore he can tire easily.
My son can read very well... but reading music is obviously using a different part of his brain. He finds that so difficult... there have been no short cuts... it's a real struggle for him.

However, music is very good for dyspraxics etc. It makes them improve co-ordination etc, but it will never be easy.

Well, I have been in touch with the Access Coordinator at ABRSM. She responded very quickly and helpfully to my question and provided a link to their document called ' Guidelines for candidates with dyslexia or other learning difficulties', which included the arrangements explained by Clari Nicki1 - thanks very much for that. The coordinator also said it would be fine to apply online this week using the 'dyslexia' code and to send the supporting letter and documents separately by post. I'm sending an Ed Psych report, an OT assessment and a Headteacher's letter - more than is asked for but that's what the pupil's Mum provided.

My pupil's problems seem similar to those experienced by Clari Nicki1's son. As he is not my son I don't really want to discuss his particular problems, but I can say he is doing well with his music and is a bright and enthusiastic pupil. I wish they were all as keen as he is!

I'm impressed with ABRSM's arrangements for pupils with special needs. Let's hope the exam goes well for him. I'll let you know.

Thanks for your encouraging posts. Clari Nicki1, good luck to your son in the future.

Thank you Clari Nicki 1 for explaining. Congratulations to your son on passing his Jazz trombone exam. It was obviously a great achievement for him.

And good luck to Kittyboos’ bright and enthusiastic pupil with his Grade I piano.

My experience speaking to the ABRSM under similar circumstances has been exemplory. Basically as long as you can provide supporting evidence they will accommodate.

I would advise any teacher who has a pupil with an SEN to speak to the board and ask them how they want you to fill in the entry form. One the form is in, you and your pupil will be given every consideration.

I appears they are much moe flexible on the ground than the regs strictly say. Everytime I've needed to ring the staff have been extremely helpful.

JoD