Fair access guidelines for face-to-face exams
These guidelines are for candidates with specific needs wishing to take a face to face exam. Please review the information in these guidelines before making an exam booking to decide whether a face-to-face exam is the most appropriate qualification for you. It is important to understand that we are not able to make any concessions in the marking – we treat all candidates.
If you have questions or specific requirements that are not covered by these guidelines, please contact our Specific Needs Team.
It is important that you select the relevant access option on our online booking service for each exam. You should do this even if you have requested access arrangements or reasonable adjustments before.
Please note, we are unable to provide reasonable adjustments if you tell us after you've made the exam booking.
For the majority of arrangements outlined below, we do not require supporting documentation. This is because we are not making changes to the assessment.
Where we do require supporting documentation, you should send this to [email protected]. Please see our Specific Needs Policy for further details.
We are aware that you may need to disclose information that is personal and sensitive. To find out how we handle your information, please read our Privacy Policy.
The exam marks will always reflect the standard of your performance. However, examiners will aim to avoid written comments that may draw undue attention to your specific needs and any reasonable adjustments.
We have established these guidelines in consultation with a range of organisations. Where relevant we have included their contact details below.
Downloads
How we support candidates with specific needs in face-to-face exams
We provide all our examiners with basic information relating to a wide range of specific needs and how this might affect a candidate taking an exam. In addition, you are welcome to supply any further information you think would be helpful for the examiner to know in advance.
It is important to understand that while we are able to make provisions for the administration of the exam, such as additional time or alternative tests, we are not able to make any concessions in the marking – we treat all candidates equally.
Access options for candidates
A wide range of options are available when booking face-to-face exams. Selecting any of these options will ensure that arrangements can be put in place to support candidates.
Options include:
- ADD/ADHD
- Anxiety disorders
- Arthritis
- Autism
- Cerebral Palsy
- Cystic Fibrosis
- Diabetes
- Dyslexia
- Dyspraxia
- Elhers-Danlos Syndrome
- Epilepsy
- Hearing impairment
- Hypermobility
- ME/Chronic Fatigue Syndrome
- Mears- Irlen syndrome/scotopic sensitivity
- Mobility problems
- Multiple Sclerosis
- Narcolepsy
- Other specific learning difficulties
- Physical disability
- Processing difficulties
- PTSD
- Selective mutism
- Sight difficulties
- Social and communication difficulties
- Stammers
- Step- free access required
- Tics including Tourette’s Syndrome
- Visual impairment
- Wheelchair access
Adjustments include:
- Large print tests
- Modified print tests
- Test/exam printed on colour paper
- Test printed on a separate sheet to allow for notes
- Use of a colour overlay or filter
- General extra time
- Rest breaks
- Use of an adapted instrument
- Minor modifications to exam music
- Modified or simplified language to be used by examiners
- An exam appointment in the morning or afternoon
- Chaperones (For candidates who require a chaperone please contact our Specific Needs team at the point of entry: [email protected])
Blind or partially sighted: for candidates who are blind or partially sighted we offer a range of modifications including large print, modified print, use of tinted overlays or coloured paper. For ease we have published the detailed guidelines in a separate document which is available to download here.
Deaf or hearing impaired: for candidates who are deaf or hearing impaired we offer a range of modifications. For ease we have the published the detailed guidelines on a separate document which is available to download here.
Physical disabilities: we aim to be as flexible as possible to meet candidates’ specific needs. For this reason, we do not have a fixed set of arrangements for candidates with specific physical disabilities. We welcome the use of adapted instruments. Please contact us at [email protected] if you have any questions or are considering changes to pieces or have pedalling difficulties as a pianist.
You may feel especially nervous or anxious in an exam situation and examiners will be aware of this. Similarly, examiners know that some specific needs may mean that you have difficulty with coordination and concentration. Depending on your specific need additional time can be allowed to help examiners to take the time to ensure that you do not feel rushed or that you can familiarise yourself with the layout of the room. For a full list of extra time allowances please refer to our Specific Needs Policy which is available to download here. You are welcome to bring a timer to the exam.
Depending on your specific need, we ask examiners to:
- Be understanding of the difficulties posed by unfamiliar settings, people and routines
- Speak slowly, clearly and concisely, allowing time for you to process the information and instructions
- Repeat any instructions if asked or allow five seconds before prompting
- Use the same wording for any questions they repeat to avoid confusion
- Understand that you may become muddled with your own words when asked to respond to questions
- Be aware that memory lapses may occur in any section of the exam
Written comments: marks will always reflect the standard of your performance. However, examiners will aim to avoid comments that may draw undue attention to your specific needs and any access arrangements.
Accessing the exam room: you are welcome to attend your exam with a guide who may assist you into the exam room if needed. Alternatively, we provide our stewards and examiners with basic information about sighted guiding and they will be happy to assist you in and out of the exam room.
Rest breaks: we are able to add rest breaks to an exam or add extra time to get into and out of the room if needed.
Lighting: we will do our best to accommodate your needs if you let us know in advance. Examiners will be happy to close blinds to avoid sunlight, for example.
Exam centre access: please inform us when you book your exam if you anticipate problems with physical access to the exam venue. We will then contact you to discuss your requirements, and will advise you on the most appropriate local venue. It may also be possible for you to visit the exam venue before your exam.
You can tell the examiner on the day of your preferred order for the exam, as long as it is logistically feasible – for example, it is better that elements requiring an accompanist are together to cause minimum disruption.
Scales and access to lyrics: depending on the specific need you can bring a copy of your song lyrics or scale book into the exam for reference, if needed. Please be aware that reference to these that is deemed to inhibit communication or is seen to be reading music will mean that you may not be able to achieve the highest marks for this section of the exam. If you wish to use flash cards please contact the Specific Needs Team before booking. Where a scale is physically impossible, such as a contrary motion scale for a one-handed pianist, the examiner will not ask for this. If you are not able to play every type of scale over the full range or with the required articulation, we will take this into account where possible and suggest alternatives.
Replays: examiners will be aware that a candidate may forget which scale they are playing and will allow a replay. Examiners will also be aware that you may need some processing time to recall the key signature and finger patterns required. No penalty will be made for a lack of ‘prompt’ responses. If you need to replay numerous scales, however, this may impact on the mark awarded.
Aural tests: every examiner will follow the rubric printed in the new Specimen Aural Tests books. This avoids any variations in the way in our examiners deliver the aural tests. If you are deaf or hearing impaired, it is possible to request alternative aural tests
Making notes: for tests requiring you to remember what you have been asked before the playing of a musical extract you will be allowed to take a pencil and paper into the exam room to make a note of which features you need to listen for. The examiner will collect this piece of paper at the end of the exam.
Additional attempts: examiners may allow an additional attempt at the aural tests if they consider there is reason to do so, with no penalty. Any further attempts may be allowed at the examiner’s discretion. This may affect the overall mark.
Chaperones: anyone with a specific need or health condition who would reasonably benefit from having a chaperone present in the exam may request this provision.
To request a chaperone, please email s[email protected] when you book your exam.
The chaperone’s key role is to provide support for the candidate in the exam room where there is a specific need for this. The exact role may vary depending on the circumstances. Often, being a visible presence and offering an encouraging smile will be all that is needed.
- Generally, chaperones should not speak in the exam unless requested by the examiner. They should not repeat questions, rephrase questions or provide any form of assistance in answering questions. However, some encouraging words or a prompt to maintain focus may be permitted.
- Chaperones are not intended to act as interpreters or oral language modifiers. If specialist support of this nature is required, please discuss arrangements with the Specific Needs Team before booking the exam.
- Chaperones may not take any electronic equipment into the exam and are not permitted to make notes.
- Chaperones should remain present in the exam room for the duration of the exam.
- Chaperones can provide practical assistance to the candidate where necessary, such as carrying instruments or music, or adjusting the piano stool or music stand.
Who can act as a chaperone?
The chaperone should be familiar to the candidate and their presence in the exam should have been discussed with the candidate ahead of booking the exam.
Anyone can act as a chaperone with the following exceptions.
- The chaperone must not be the candidate’s instrumental or vocal teacher.
- The chaperone should not be a close relative.
However, we recognise that, in some instances, there may be very few people who are sufficiently familiar with the candidate to be able to support them appropriately in the exam.
Spoken language interpreter
A spoken language interpreter is defined as a person who is allowed into the exam room for the purpose of translating the examiner’s instructions and the candidate’s responses through spoken language.
These guidelines apply internationally. The exceptions, as stated by our regulators, are as follows:
- In England, all qualifications must be assessed in English
- In Wales, all qualifications must be assessed in Welsh or English
- In Northern Ireland, all qualifications must be assessed in Irish or English
Before reading these guidelines, we recommend you also read our Specific Needs Policy.
Please make sure that you select the access provision for a spoken language interpreter when making an entry. This is to make sure that extra time can be added to the exam to allow for the time taken to translate instructions and answers.
Interpreter requirements
- Due to the specialist nature of our exams, you must make sure that the spoken language interpreter has enough musical knowledge to undertake this role.
- Spoken language interpreters should be familiar with our exam syllabuses and assessment requirements.
To avoid any conflicts of interest, you should not engage a spoken language interpreter with a personal connection. Interpreters should not be:
- a member of your family, including a parent, guardian or sibling
- your present or former music teacher
Individuals that perform as spoken language interpreters for our exams and enter their own candidates for exams are required to declare this in advance by emailing [email protected]
Spoken language interpreters must:
- interpret everything that is said during the exam, by the candidate and the examiner, as closely as possible.
- communicate all technical terms such as scales, dynamics, articulation, tempo accurately.
Spoken language interpreters must not:
- give any undue help in answering any questions.
- explain or re-word anything said by the examiner. If the candidate does not understand, the examiner will re-word the question and the interpreter will then interpret this.
- physically demonstrate any of the technical instructions unless copying that of the examiner.
- change the candidate’s response in any way when interpreting it back to the examiner.
The examiner will be prepared to re-word questions if necessary.
Quality assurance
Where provision for audio recordings is available, we may review exams to check the quality of the translation and to determine whether the candidate gained an unfair advantage.
Responsibilities
Arrangements are in place for ABRSM representatives to provide candidates in China, Macau and Vietnam with spoken language interpreters.
In all other countries, it is the responsibility of the applicant to recruit an appropriate spoken language interpreter, to make sure that the interpreter is sufficiently knowledgeable to interpret during an ABRSM exam, and to make sure that the interpreter follows the guidance on this page of our website.
If we find that a spoken language interpreter has given undue help to a candidate during an exam, we may take action against the applicant in accordance with our Malpractice and Maladministration Policy.
We will not accept complaints or appeals in relation to the quality of interpreters engaged by candidates.
