Ultimate Guide to Concessions and Accommodations
In today’s drive toward inclusivity, educational institutions are placing a strong emphasis on ensuring fair opportunities for all learners and students. Concessions and accommodations have become key tools in making this a reality, especially for students with learning challenges. At BrightSparkz, we’ve worked with students receiving concessions for years and now we want to share our expertise.
Here’s a quick overview of what you’ll find in this extensive guide:
An accommodation changes how you are assessed (extra time, a reader, a scribe). A concession changes what you must take (for example, dropping a language or Maths). Typically, your school applies for you, with a psychologist’s or doctor’s report. Deadlines are early. The IEB usually closes Grade 8–11 applications on 31 October, and language or Maths concessions are due by the end of July in Grade 9. Rules differ for DBE (CAPS), IEB, SACAI and universities.
Quick Navigation:
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- What are Concessions or Accommodations?
- Why Do Concessions Exist?
- What kinds of Concessions and Accommodations exist?
- When are Concessions or Accommodations necessary?
- How do you get Concessions or Accommodations?
- I need a Facilitator! What now?
- What about private facilitators?
- What qualifications does a Facilitator need?
- What does it take to be an exceptional Concessions Facilitator?
- What is having a Facilitator for Concessions and Accommodations like?
- Final thoughts on Concessions and Accommodations
What are Concessions or Accommodations?
An accommodation changes how you are assessed, such as extra time, a reader or a scribe. A concession changes what you must take, such as dropping a language or Mathematics. Before 2025 the DBE and IEB called concessions “exemptions”. Many people still use “concession” for both.
In a nutshell, where a learner or student has a challenge that makes it difficult to demonstrate what they know during an assessment, their needs are accommodated to the extent possible. While this is a very simple overview, the IEB considers the following:
“The aim of the IEB is to obtain an accurate account of each candidate’s knowledge and skills. Examination accommodations are granted to enable candidates with specific barriers to learning to demonstrate their true ability in the examinations without changing the construct of the assessment. (…) Accommodations must not give a candidate an advantage over other candidates.”
It is clear that accommodations are meant to give someone the best possible opportunity to fairly represent their knowledge and what they have learnt. It is a means to include people with learning disabilities or other challenges in mainstream education. For learners under the Cambridge or Pearson curriculum, these kinds of accommodations are referred to as Access Arrangements. Many of the same principles apply.
Why Do Accommodations and Concessions Exist?
In South Africa, we place great value on certain fundamental rights. One of these is that everyone, under the law, has the right to basic education and freedom from discrimination. This means that every learner or student has the right to be treated equally, including protection from discrimination based on learning difficulties. To uphold these rights, the Department of Basic Education, the IEB and other exam bodies have established policies that allow for concessions and accommodations during controlled test environments. These policies aim to level the playing field for learners with barriers to learning, ensuring they are not at a disadvantage.
It’s essential to understand that accommodations are not designed to give anyone an unfair advantage. Instead, their purpose is to ensure that every student has an equal opportunity to reach their full academic potential.
What kinds of Concessions and Accommodations exist?
The kinds of accommodations and concessions open to a given individual are very much dependent on the governing institution. That is to say – depending on which body governs your learning, you may be eligible for a different set of potential accommodations. To learn more about exactly what is open to you, we suggest that you approach your school or tertiary institution and ask about their specific policies.
That said, we’ve put together an overview of all of the more common concessions that we’ve come across over the years:
Accommodations requiring a Facilitator (or Accommodation Provider):
Scribe:
This accommodation is typically given to someone who has trouble with transferring their knowledge onto paper, for whatever reason. This may be due to dyslexia which hampers their ability to spell and write. Alternatively, it could even be as a result of an injury that temporarily stops someone from being able to write. A scribe is expected to write down what the student dictates exactly as it is said to them.
A scribe is typically not allowed in subjects with a practical part, such as CAT Paper 1, IT Paper 1 and Engineering Graphic Design (IEB). Learners may plan first, and the plan is handed in along with the rest of the script.
Reader:
Where someone has trouble with reading and understanding an assessment question paper on their own, this accommodation may be granted. This may be due to physical challenges with reading, such as diminished sight. Alternatively, it may be due to learning difficulties such as dyslexia or other processing difficulties. A reader is expected to read the question paper to the student, exactly as it is written and as requested. In some cases, learners with this accommodation may use a reading device (such as an electronic reader or an exam reader pen), if one is approved by their school.
Amanuensis:
In the past, an amanuensis was the term used for a facilitator who acts simultaneously both as a reader and a scribe. Since 2025 the DBE’s manual no longer uses this term. Today a learner is approved for a reader and a scribe. Older approval letters may still say “amanuensis”.
SACAI is the only examination body that still employs this term.
Prompter:
If a student has challenges surrounding executive dysfunction and/or time management they may be granted a prompter accommodation. Prompters help to refocus a student who may be easily distracted or who may hyperfocus. They and are most often approved for learners with ADHD or who are on the Autism Spectrum.
Personal Assistant:
Also known as a Practical Assistant, this accommodation is typically granted in cases where mobility is a major challenge. An example is in cases where a learner may be in a wheelchair or other mobility device.
To learn more about the different types of Concessions check out Concession Facilitators: Making exams less stressful!
Other Accommodations:
Other accommodations include a sign language interpreter (SASL), rephrased or adapted papers, exemption from oral activities (for example, severe stuttering), specific equipment and assistive technology. Here are some other possible accommodations:
Spelling: Where a spelling accommodation is given, a student is expected to write their answers in a way that is phonetically correct. The marker is then meant to mark the content and ignore spelling errors. There are intricacies to this accommodation that will be detailed by the relevant governing body. A sticker goes on each answer book. Spelling still counts in language Paper 1 where textual editing is tested.
Handwriting: Similar to a Spelling Accommodation, this accommodation means that a marker may not deduct marks for untidy writing.
Braille: This accommodation depends on an institution’s ability/capacity to provide a learner with assessment material in braille.
Enlarged Print: Depending on whether an institution is able to provide texts printed larger than usual, this is an accommodation that can be specially applied for. It is typically granted to those who have visual impairments.
Computer: Provided that an institution has the facilities to accommodate this accommodation, a learner may be granted the chance to record their answers in a typed format, rather than writing it down.
Venues and Timing
Additional Time: This accommodation is generally granted in increments of 5 minutes and is based on how much extra time someone is granted per hour of the assessment. This time is typically necessary, especially when using a facilitator.
Rest Breaks: This is similar to, but still separate from, Additional Time. Rest breaks make allowance for a student to be away from their desk, while still remaining in the writing venue. This time is intended to allow the learner to regroup, have something to eat or take medication. These are generally granted in conjunction with the concession listed below.
Food or Medication Intake: Typically this will be granted in conjunction with a Rest Break accommodation. It is usually given to students who need to take medication during an assessment. Alternatively, it could also be applied to students who need to maintain blood sugar levels.
Separate Venue: Most of the accommodations detailed above require a student to be in a separate venue so as not to distract those without accommodations. This is especially relevant where a facilitator is used and needs to communicate with the learner on an ongoing basis. These venues generally require a separate invigilator. Some policies require that the session be recorded on audio or video, and the learner signs consent for the recording.
Subject-specific exemptions
Language Concession or Concession for Language Barriers (called a Language Exemption before 2025): In some cases learners may be exempt from having to take a First Additional Language, if certain criteria are met. If this is granted, your child will need to take a different subject in place of the language. This concession is usually only applied to learners in Grade 10 and up. However, for lower grades it may be possible to apply for an assessment accommodation. This means that the required pass mark for the additional language may be lowered or assessments may be waived entirely.
Concession for Mathematical Literacy or Mathematics (called a Mathematics Exemptions before 2025): If certain criteria are met, an exemption from Mathematical Literacy and/or Mathematics may be granted as a concession. This is typically in the case of a learner having a challenge specific to processing numbers, such as dyscalculia. As with language exemptions, this is only applicable in Grade 10 and beyond, but other assessment accommodations may be possible.
When are Concessions or Accommodations necessary?
It can be challenging to determine whether you or your child might need concessions or accommodations. Many children are diagnosed with learning difficulties toward the end of primary school or the start of high school. However, this isn’t always the case. Some people may reach university before realising that their struggles are more pronounced than those of their peers. It’s a highly individual process.
With this in mind, maintaining open communication with your child’s teachers throughout their school years is important. Teachers are often the first to notice when a student is facing challenges that differ from those of their classmates. This informal benchmarking can serve as a useful early indicator that further action may be needed.
However, you don’t have to rely solely on teachers. If you observe that your child is falling behind their peers and isn’t improving with standard support, such as tutoring, it might be worth exploring whether an accommodation or concession is a suitable option for your family.
Remember to apply early. Ideally, apply well before Grade 10. First-time applications in Grade 12 are possible in some cases (the IEB needs them by 31 March and charges a Priority Levy), but SACAI does not accept them. For a new injury, illness, hospitalisation or pregnancy near exam time, ask about ad hoc (emergency) accommodations. Bring a medical certificate.
How do you get Concessions or Accommodations?
The process to follow can be very different, depending on the relevant governing body that you are subject to. We have tried to give you a general overview of the process, but please remember that your first port of call should be your school or tertiary institution.
1. Determine the relevant Governing Body
First thing’s first, you need to establish which rules apply to you and/or to your child.
Schools
CAPS Schools: If your child goes to a school that follows the CAPS curriculum your best bet will be to get in touch with the school counsellor, if there is one. Alternatively you could approach your child’s register teacher. Either option you go with should be able to guide you through the process. They should also be able to provide you with any internal policies that you may need to be aware of.
If you live in the Western Cape you could start with this Parent Guide which was created by the Western Cape Education Department for situations such as this one.
IEB Schools: If your child goes to an IEB school you can also start off by approaching the school counsellor or your child’s register teacher for any school-specific policies. That said, the IEB provides this extensive Policy and Procedure document especially for Accommodations and Exemptions. Remember that the IEB typically deals only with the school, not with parents or psychologists.
SACAI: SACAI (South African Comprehensive Assessment Institute) runs NSC exams for many private and online schools. The school applies for you. SACAI does not accept first-time Grade 12 applications. It only converts existing DBE or IEB approvals and handles ad hoc requests.
Other Curriculums: If your child goes to a school with a different curriculum you will need to reach out to their school administrators for more information. If your child is homeschooled or attends a homeschool centre it would be best to reach out to the provider that you are using for their curriculum (Impaq is a good example of this).
Universities and other Tertiary Institutions
Tertiary Institution: If you or your child goes to a university or other tertiary institution it would be best to approach that institution’s Student Support Centre.
If you go to any of the Emeris institutions, you can review their overarching policy document here.
To learn more about what some tertiary institutions are doing to support their students, read this blog post!
2. Do an assessment
Learning Difficulties, Behavioural and Emotional Challenges, etc.
Once you’ve determined whose rules count in your situation, the next step is almost always the same if you are applying for an accommodation solely on the basis of any of the following:
- Learning Difficulties
- Emotional Barriers (such as anxiety)
- Behavioural Challenges
- ADHD
- Autism
- Other Psychiatric Disorders
The person who is applying for an accommodation needs to be assessed for eligibility. Depending on the institution, there may be specific provisions about exactly which kind of professional can conduct these assessments, but generally you will be safe approaching a registered Educational Psychologist.
Once you’ve settled on the right professional for you they will conduct a full psycho-educational assessment. They also sometimes call this a Concession Assessment. Afterwards and in most cases they will provide you with a report on their findings. Depending on the services offered, they will generally also assist you with additional requirements. These could include completing and submitting some portions of the necessary paperwork, etc. However, it is a good idea to establish from the very beginning what is included in the fees. This helps to avoid disappointment and miscommunications later on.
Physical Barriers to Learning
Once again, depending on the specific requirements you are working under, this information may be inadequate. However, as a general rule a medical report will be necessary for concessions applications based solely on any of the following learning barriers:
- Visual barriers, Impaired vision and colour blindness
- Deafness and Hard of hearing
- Physical barriers, including those linked to mobility
- Other medical conditions
3. Submit the necessary paperwork
When you’ve gotten the necessary reports from the relevant professionals, it’s time to submit everything you’ve gathered for the application. Once that’s been accepted, the governing body will need some time to review everything and make their final decision.
Keep in mind that this process can take quite some time, so get started as soon as possible. Here’s a table to help you out:
| Body | Deadline | Notes |
|---|---|---|
| IEB accommodations | 31 Oct (Grades 8–11); 31 March (new Grade 12, extra levy) | Average 12 weeks. Appeal once, within 3 months. New application allowed after 12 months (not for medical needs). |
| IEB concessions and Endorsed NSC | End of July, Grade 9 | Grades 10–12 only. |
| DBE (CAPS) | By Grade 10 | The 2025 manual says 30 June in one section and October in another. Confirm with your province. Decision within 3 months. Valid for Grades 10–12, plus one year for a rewrite. |
| SACAI | See SACAI | 2026 conversions: 31 March (Grade 12), 31 July (Grades 10–11). |
I need a Facilitator! What now?
So you’ve been assessed and been approved for one or multiple accommodations or concessions. One of them happens to require a facilitator of some sort and you’re stumped about where to start. Don’t worry, that’s what BrightSparkz has been doing for many years (since 2011!) – we’ve got you covered!
The first thing that you’ll need to do is get in touch with us. You can do that by either sending us an online enquiry through this link or sending us an email (tutors@brightsparkz.co.za). Once you’ve clicked on the link the system will ask you all of the important questions. Once you’ve given us that information, along with your exam schedule, we can get started on finding you an appropriate facilitator!
What about private facilitators?
While finding your own facilitator privately is an option, it is not an ideal one. The problem is that if you rely too heavily on one person, you’re risking a lot. Any hiccups in their schedule or life can affect your ability to sit for assessments significantly.
For instance, you will still be expected to sit for your assessment, even if your regular facilitator falls ill. Or, if your regular facilitator double booked themselves, you might just be the one losing out.
With a company as big as BrightSparkz, our placement is a guarantee. If we confirm someone for you, you’re guaranteed assistance no matter what. If an individual facilitator pulls out, we have replacements that are just as highly trained and adept. In addition to this, if you form a bond with a facilitator placed with you, you are always welcome to request that they assist you in future. We always do our best to make sure your assessments are as comfortable and stress-free as possible.
What qualifications does a Facilitator need?
As with many other factors discussed so far, facilitator qualification requirements vary greatly. This variation depends on which governing institution’s policies you need to pay attention to.
The ideal is that your facilitator should have an up-to-date qualification from the Department of Education. That said, most schools know that this is not always possible. Many provinces’ Education Departments do not regularly host these training events.
For this reason we have developed our own grueling in-house training program. All of our Accommodations Facilitators must excel at this training, before we place them. It’s a good idea to double check with your school or university what they expect.
What does it take to be an exceptional Accommodations Provider?
Fulfilling the role of an Accommodation Facilitator is not always easy. It requires a level head, patience and the sincere desire to help another person. Without these traits, there is no way to be a successful facilitator in the long-term. Don’t take our word for it though – here’s what one of our highly experienced facilitators has to say:
“CF (short for Concessions Facilitation) work can be a tricky thing. Things don’t always go according to plan. As most conditions that my clients have had, have been exacerbated by stress, part of my job is always to help keep my client as calm and comfortable as possible. For a CF there is no room for freaking out. You just need to keep your cool and always manage the situation to the best of your ability.
Even when all of the arrangements are in place and things go according to plan, you still need to be calm, gentle and patient. This is to give your client the best possible chance to achieve their academic goals. Honestly, if you don’t genuinely thrive on helping others, CF work probably isn’t for you.”
If you’re thinking about becoming a Facilitator for Concessions and Accommodations, feel free to get in touch with us or you can submit an application here.
To learn more about this see Navigating Concessions Facilitators: Empowering Learners with Tailored Support
What is having a Facilitator for Accommodations like?
Having a facilitator for the first time can feel a bit nerve-wracking, as most new experiences do. However, once you get used to it, a facilitator can significantly reduce your stress. Depending on your specific needs, simply having someone by your side during assessments – someone who is experienced and there to support you – can make a big difference.
Typically, your facilitator will meet you at your school or university’s reception area about 30 minutes before the assessment begins. While you could arrange to meet elsewhere, the reception is usually the easiest option. After meeting, you’ll both head to your designated assessment venue, where you’ll get settled and ready. Your facilitator will submit your script and answer book to the office on your behalf, once the assessment is completed. While this is the general process, it may vary depending on the specific requirements of your institution.
If you’d like to get the scoop on what Accommodations Providers wish you knew but can’t tell you, read it here.
To learn more about how a Concession Facilitator can help reduce stress, read this article.
Final thoughts on Concessions and Accommodations
The progress made toward inclusivity in mainstream education is encouraging. Concessions and accommodations allow students with learning challenges to thrive alongside their peers, fostering a more supportive, understanding environment.
If you have more questions or need assistance with finding a facilitator, reach out to us at BrightSparkz – we’re here to help!
To read more about getting a tutor, check out our Ultimate Guide on Getting a Tutor!
