Is My Child a Candidate for Accommodations and/or Concessions?

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If your child knows the work but seems to fall apart the moment a test or exam starts, you’re not alone – and you’re asking exactly the right question. Many parents don’t realise that struggling under assessment conditions is different from struggling with the actual content. That distinction is often the first clue to what kind of support your child might actually need.

Accommodations and concessions exist to give learners with genuine barriers to learning a fair shot at succeeding academically. But they solve two different problems – and it’s not always obvious which one applies to your child, or whether it’s really a tutor you need instead. Here’s how to start figuring that out.

difference between accommodation and concession

What’s the Difference Between an Accommodation and a Concession?

This is worth getting right, because the two terms get used loosely but mean different things:

Accommodations change how your child engages with or writes an assessment – not what they’re being assessed on. Extra time, a reader, a scribe, rest breaks, enlarged print, being allowed to type instead of write: all of these adjust the conditions of the exam itself, while the actual content and standard your child is measured against stays the same.

Concessions change what your child is required to study or be assessed on in the first place. Being exempted from a First Additional Language, or granted an exemption from Mathematics and  Mathematical Literacy, are concessions – they alter the curriculum or subject requirements, not just the writing conditions.

Put simply: if the support changes how your child sits an exam, it’s an accommodation. If it changes what they’re required to take at all, it’s a concession.

Many learners only ever need accommodations. Some need a concession as well. It depends entirely on the nature of the barrier.

Signs Your Child Might Need Accommodations

A few patterns tend to point toward an accommodation – support that changes exam conditions, not subject requirements:

  • They know the work at home but blank out in tests. If your child can explain a concept clearly the night before, but the mark doesn’t reflect that understanding, the gap may be in how the assessment is administered.
  • They run out of time, every time. Not occasionally rushing the last question – consistently unable to finish, even on content they understand well.
  • Reading or writing itself is the obstacle. If your child can discuss a topic fluently but struggles to get thoughts onto paper, or reading a question is where they stumble, a reader or scribe accommodation may be worth exploring.
  • Focus, not knowledge, is the issue. Some learners – often those with ADHD or who are on the autism spectrum – know the content but lose the exam to distraction, hyperfocus, or difficulty pacing themselves.
  • There’s a diagnosed or suspected physical or medical barrier. Vision, hearing, mobility, or a condition requiring breaks or medication during a long assessment.
  • Anxiety takes over. Some learners have the knowledge and the skills, but the pressure of the assessment itself derails their performance.
  • Spelling or handwriting quality is masking what they actually know. If untidy writing or spelling errors seem to be costing marks unrelated to the subject itself, that may be an accommodation issue.

Signs Your Child Might Need a Concession

Concessions are a different question entirely – this is about whether a specific subject or requirement is the barrier, not the exam conditions:

  • A specific subject is consistently and disproportionately difficult, in a way that seems tied to a diagnosed difficulty rather than lack of effort or support – for example, a learner with dyscalculia struggling with Mathematics specifically, regardless of how much support is in place elsewhere.
  • A language requirement is the primary obstacle, particularly where a First Additional Language is proving to be a barrier unrelated to overall academic ability.
  • The issue persists despite accommodations already being in place. If your child already has extra time or a reader and a specific subject is still consistently out of reach, that may point toward a concession conversation rather than a further accommodation.

Is It a Tutor I Need, or Accommodations/Concessions?

This is the question we get asked most often, and it’s a genuinely important one to get right, because these solve different problems.

A tutor helps when the issue is understanding the content. If your child hasn’t fully grasped a topic, is behind on curriculum, or needs to build confidence and skill in a subject, tutoring is the right tool – and often makes a real, measurable difference to marks over a term.

Accommodations help when your child understands the content but can’t reliably demonstrate it under standard exam conditions – because of how they read, write, focus, or manage time. Concessions help when a specific subject or requirement itself is the barrier, regardless of how much support is given.

For some learners, it’s a combination of all three. A learner with dyscalculia, for example, might benefit from Maths tutoring, an accommodation like extra time, and ultimately a concession from the standard Mathematics requirement if the barrier persists. These aren’t competing solutions – they can work together.

If you’re not sure where your child’s situation falls, that uncertainty is itself worth raising with a professional, rather than trying to resolve it alone.

Does It Matter Which School or Exam Body My Child Is Under?

Yes – and this trips a lot of parents up. Accommodations and concessions aren’t governed by one single set of rules. Whether your child is in a CAPS (public school), IEB (private school), or Cambridge/international curriculum changes:

  • Who assesses eligibility
  • What documentation is required
  • How the application is submitted
  • How long it takes to get a decision

The good news is you don’t need to become an expert in all of this yourself. Your first move is simply to find out which body governs your child’s assessments. Your school will know – and take it from there.

For the full breakdown of every accommodation and concession type, plus the step-by-step process for each curriculum, see our Ultimate Guide to Concessions and Accommodations.

What Happens If I Think My Child Needs to Apply?

Broadly, the path looks like this regardless of curriculum, and regardless of whether you’re pursuing an accommodation, a concession, or both:

  1. Start the conversation with your child’s school – their teacher, school counsellor, or head of phase can point you to the right internal process.
  2. Get a professional assessment, usually from an educational psychologist, if the concern relates to a learning, emotional, or behavioural barrier. Physical or medical barriers usually require a medical report instead.
  3. Submit the required documentation through your school or governing body, and allow time – this process is rarely instant.

This is a simplified overview on purpose. Every governing body has its own forms, timelines, and specific requirements, and getting those details right matters.

Once Support Is Approved – What Then?

If your child’s approved accommodation doesn’t require another person present – extra time, a separate venue, enlarged print – your school will generally implement this directly.

If your child is approved for an accommodation that requires a facilitator – a reader, scribe, prompter, or similar – the next step is finding the right person for the job. This matters more than it might seem: a facilitator isn’t just administrative support. Rather, they’re someone your child needs to feel comfortable and confident with in a high-pressure moment.

This is where BrightSparkz comes in. We’ve placed concession facilitators for learners for years, across CAPS, IEB, and tertiary institutions. Every facilitator we place is trained, vetted, and backed by a team – so if your regular facilitator can’t make an exam, you’re never left without support. Our experienced team has put together a blog on what facilitators want clients to know, if you’d like to learn more about the nitty-gritty. 

Not Sure Where You Stand? Start Here

If you’re still unsure whether your child needs an accommodation, a concession, a tutor, or a conversation with their school first. That’s completely normal – this isn’t always a clear-cut decision. It shouldn’t have to be one you figure out alone.

Get in touch with BrightSparkz Tutors and we’ll help you think through the right next step for your child.

What Your Concession Facilitator Wishes You Knew (But Can’t Tell You During Your Exam)

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If you or your child uses an accommodation or concession facilitator (Facilitator) during assessments, you already know that accommodations like scribing and reading can make a significant difference. What you might not know is just how much your Facilitator wants to help – and how limited they are in what they’re allowed to say or do once an assessment begins.

That’s exactly why this guide exists. Consider it everything your Facilitator would tell you if they could.

using readers and scribes well

Understanding the Role of a Concession Facilitator

A concession facilitator is there to support a learner who has been granted specific accommodations or concessions by their university, school or examination board. Some exam boards refer to these as access arrangements – it’s the same thing. These accommodations might include having someone write on the learner’s behalf (a scribe), having the paper read aloud (a reader), or a combination of both (an amanuensis).

Here’s the thing: once an assessment starts, your Facilitator’s hands are largely tied. Governing boards set strict rules about what a Facilitator may and may not do – and stepping outside those rules, even with good intentions, could jeopardise the integrity of the assessment. That means your Facilitator won’t be prompting you (unless you have a Prompter concession/accommodation), reminding you of things, or filling in gaps. They’re not being unhelpful; they’re following the rules.

The good news? A lot can be sorted out before you sit down to write. This guide is here to help you do exactly that.

To learn more about Concessions, please check out our Ultimate Guide!

General Tips for Working With Any Concession Facilitator

Communicate Your Needs Early and Clearly

Your Facilitator genuinely wants to support you – but they can only do that if you tell them what you need. Before the assessment begins, share your preferences. Do you like things read back to you slowly? Do you prefer to organise your thoughts before dictating? Is there a particular way you like to work through a paper? Say so upfront. The more your Facilitator knows about how you work best, the more effectively they can support you within the rules.

Book Your Facilitator as Far in Advance as Possible

A good Facilitator is committed to the learners they support and would love to work consistently with the same learner or student over time. That kind of familiarity genuinely helps – they’ll know your preferences, your pace, and your way of working. But that consistency is only possible if you book in advance. Scheduling conflicts are real, and leaving it too late means you might end up with someone who doesn’t know you at all on a high-stakes day.

Your Facilitator Works on Your Instruction – Not Their Initiative

Regardless of what accommodation you’ve been granted, your Facilitator is not allowed to act independently. They will not remind you to answer a question you’ve skipped, point out that you’ve misread something, or suggest a better way to phrase your answer. Everything is driven by you. That’s why it’s so important to know what you want and to say it clearly. If you ask for something that falls outside the rules, your Facilitator will let you know – but they’d always rather you ask than hold back.

Pay Attention to Mark Allocation

This is one of the most practical tips in this entire guide: check how many marks a question is worth before you answer it. A full page of writing for a two-mark question will not earn you extra marks – but it will cost you precious time. Use mark allocation as a guide for how much effort and detail each answer deserves.

Use Reading Time Wisely

If your school or examination board allows reading time before the assessment officially begins, use it strategically. Rather than reading everything from start to finish, prioritise the questions themselves first. Skip lengthy texts, case studies, or comprehension passages on your first pass – come back to those only if time permits. Knowing what’s being asked before you read the source material is a significant advantage.

Working With a Scribe

A scribe writes on your behalf. This is an incredibly useful accommodation, but it works best when you understand exactly what a scribe can and cannot do.

Organise Your Thoughts Before You Dictate

While your Facilitator can’t suggest this to you mid-exam, it’s worth building this habit now: before you start dictating your answer, take a moment to gather your thoughts. Jot down rough ideas, a quick outline, or key words on scrap paper first. This is especially valuable for longer-format questions. It helps you think in a straight line, ensures you don’t forget a good idea before your scribe can capture it, and gives you a chance to spot flaws in your reasoning before they’re committed to the answer book.

Ask your school or examination board how to handle rough work: some will provide scrap paper that gets handed in with the final script, while others will give you an additional answer book where rough work can be crossed out neatly and clearly.

Your Scribe Writes Your Words – Exactly as You Say Them

This is crucial to understand. A scribe is not permitted to interpret your meaning or tidy up your phrasing. They write what you say, word for word. That means the responsibility for accuracy sits entirely with you. Continuously check in – ask your scribe to read back what they’ve written, and make sure it matches what you intended to say.

Be Precise With Commonly Confused Words

Because your scribe captures your words as you say them, you’ll need to be deliberate about words that sound similar but mean different things. A common example is “then” versus “than” – make sure you’re saying the right word clearly. The same applies to apostrophes: if you want one included, say so explicitly. Don’t assume your scribe will infer it.

Give Clear Instructions About Layout and Formatting

Tell your scribe exactly where you want things written. If you want the question number noted at the top of your answer, say so and indicate where on the page. If the exam rules require a margin line to be drawn, or for each new question to start on a fresh page, you need to give those instructions – a scribe is not permitted to apply formatting rules of their own accord, even if they know the rules perfectly well.

You Can Answer in Any Order You Like

You’re generally free to tackle the paper in whatever order suits you. Just make sure you’re very clear about which question you’re answering each time so that your scribe can note the correct question numbers. Jumping around the paper is completely fine – the communication just needs to be explicit.

Working With a Reader

A reader reads the paper aloud to you. Like scribing, this accommodation works best when you take an active role in directing how it’s used.

You’re in Control of What Gets Read – and When

You don’t have to have every single thing read to you. You’re allowed to tell your reader to skip the cover page instructions if you already know them, or to pass over any numbers, formulae, or graphs if you’d rather engage with those visually. If you want to start with the shorter questions at the back of the paper before tackling the longer ones at the front, instruct your reader accordingly. This is your assessment – your reader is there to support your strategy, not set it.

Ask for the Pace That Works for You

There is absolutely no shame in asking your reader to slow down. Everyone processes spoken information differently, and a pace that feels comfortable for one person might be too fast for another. If you need something re-read, ask. If the pace needs adjusting, say so. Your reader is not there to rush you – they’re there to help.

Signal When You’re Ready to Move On

Once you’ve finished answering a question, let your reader know verbally. They’ll take that as their cue to read the next question. Without that signal, there can be unnecessary pauses and confusion. A simple “done” or “next question, please” goes a long way.

A Note for First-Timers

If you’ve never worked with a concession facilitator before, the formal setting of an assessment might not be the best place to figure out how the dynamic works. Consider booking a practice session with your Facilitator before your first real assessment. Use it to get to know each other, establish your preferences, and trial a few approaches without the pressure of marks on the line. Think of it as a warm-up – for both of you.

The Bottom Line

Working effectively with a concession facilitator comes down to one thing: communication. Your Facilitator is in your corner. They want you to do well. But the rules of formal assessment mean they can’t guide you the way they might in any other context.

So guide them instead. Tell them what you need, be clear and specific, and take ownership of how your accommodation is used. The more intentional you are about the partnership, the more value you’ll get from it – not just in one exam, but across every assessment to come.

Trends in the use of Concessions Facilitators: What the Data Shows and Why It Matters

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BrightSparkz has many years of experience providing families with Concessions and Accommodations facilitators. That’s why we would like to share some of our insights into the trends in the use of concessions facilitators that we see. Along with providing some insight into the data, we’ll also walk you through its importance and associated recommendations. 

Our data indicates a clear trend: parents are more likely to book Concessions Facilitators (CFs) for their children only during major exams. There is a clear increase in demand during mid-year assessments and year-end assessments. As a result, students often complete smaller term tests without the support of their approved concessions. While this approach may seem practical, particularly from a cost-saving perspective, it has significant implications for learners who rely on facilitators to perform at their best.

To learn more about Concessions and Accommodations, check out our Ultimate Guide.

The Potential Consequences of Limited Facilitator Use

While restricting Concession Facilitator (CF) use to major exams may reduce costs, it can also negatively impact both the learner’s performance and their ability to effectively use a CF when it truly counts. Without regular practice, students may struggle to adjust to the presence of a scribe, reader, or other accommodations during crucial exams. This lack of familiarity can lead to slower response times, increased stress, and a failure to complete assessments within the allotted time. In some cases, learners may even underperform relative to their true potential simply because they have not had enough opportunities to refine their use of concessions facilitators.

Optimal Use of Concessions Facilitators is a Skill

Working with a Concession Facilitator (CF), especially a scribe, is a skill that requires practice. Dictating complex answers at a pace that allows a scribe to accurately record responses is not an innate ability – it must be learned and refined over time. Students who practice using a CF regularly are better equipped to manage their time efficiently during exams, ensuring they can complete their assessments. Additionally, they develop a better working relationship with their CF, allowing them to communicate instructions more effectively and maximise the support provided. Consistency in CF use can make a meaningful difference in exam performance and overall confidence. This increase in confidence can also help to reduce seizure triggers for those with epilepsy. 

Recommendations for Optimizing Facilitator Use

  1. Consistent CF Support – If financially feasible, it is ideal for students to have a CF for every assessment where their accommodations apply. This ensures consistent practice and helps the learner build confidence in their abilities.
  2. Prioritising Key Subjects – If hiring a CF for every term test is not an option, parents can consider prioritising problem subjects. Ensuring CF support for subjects where the child struggles most can strike a balance between cost and academic performance.
  3. At-Home Practice – For families unable to book CFs for every assessment, parents can help their children practice dictation skills under assessment conditions. Simulating exam environments at home can help students develop fluency in working with a scribe and improve their ability to structure responses effectively.
  4. Training with a CF Before Major Exams – Even if students do not use a CF for every test, arranging for a few practice sessions before major exams can be beneficial. This allows them to refresh their skills and adjust to working with a CF before high-stakes assessments.

By adopting a strategic approach to Concession Facilitator (CF) usage, parents and educators can help students make the most of their accommodations. Whether through consistent CF support, or targeted practice, ensuring that learners are comfortable and proficient in working with a CF can lead to improved academic outcomes and reduced exam anxiety.

Other Trends in the Use of Concessions Facilitators

Based on our internal data for 2024, BrightSparkz Tutors has been able to put together the following graphs, depicting facilitator use. Enjoy! 

Use of concessions facilitators

Use of accommodation facilitators

If you need to book a facilitator for an upcoming assessment, reach out to BrightSparkz and we’ll make sure to get you set up with the very best. 

Ultimate Guide to Concessions and Accommodations

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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.

Quick Navigation:

    1. What are Concessions or Accommodations?
    2. Why Do Concessions Exist?
    3. What kinds of Concessions and Accommodations exist?
    4. When are Concessions or Accommodations necessary?
    5. How do you get Concessions or Accommodations?
    6. I need a Facilitator! What now?
    7. What about private facilitators?
    8. What qualifications does a Facilitator need?
    9. What does it take to be an exceptional Concessions Facilitator?
    10. What is having a Facilitator for Concessions and Accommodations like?
    11. Final thoughts on Concessions and Accommodations

What are Concessions or Accommodations?

As with many things, it’s all in the name. Where a learner or student has a challenge that makes it difficult to demonstrate what they know during an assessment, a concession is made for them. Put differently, 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 concessions 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.

Why Do 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 Education and other governing 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 concessions 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 kind of 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: 

Concessions requiring a Facilitator: 

Scribe: 

This concession 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.   

Reader: 

Where someone has trouble with reading and understanding an assessment question paper on their own, this concession 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 concession may use a reading device, if one is approved by their school.  

Amanuensis: 

An amanuensis is a facilitator who acts simultaneously both as a reader and a scribe, as outlined above. 

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: 

Spelling:  Where a spelling concession 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. 

Handwriting:  Similar to a Spelling Accommodation, this concession means that a marker may not deduct marks for untidy writing. 

Braille:  This concession 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 concession, 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 concessions. This is especially relevant where a facilitator is used and needs to communicate with the learner on an ongoing basis. 

 

Subject-specific exemptions

Exemption from a Language (Language Concession or Concession for Language Barriers, since 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 exemption 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. 

Mathematics Exemptions (referred to as Concession for Mathematical Literacy or Mathematics since 2025):  If certain criteria are met, an exemption from Mathematical Literacy and/or Mathematics may be granted. 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.

concessions and accommodations

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 a concession is a suitable option for your family.

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.  

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 Varsity College, or any of the other institutions under the IIE (Independent Institute of Education) brand, 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 a concession 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 a concession 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. 

I need a Facilitator! What now? 

So you’ve been assessed and been approved for one or multiple 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 – 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. Once you’ve clicked on the link they 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 gruelling in-house training program. All of our Concessions 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 Concessions Facilitator?

Fulfilling the role of a Concession 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 (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

concessions and accommodations

What is having a Facilitator for Concessions and 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 it 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.

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!

BrightSparkz & University of Johannesburg train up Readers & Scribes!

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As I write this, thousands of students at universities across South Africa start writing their mid-year examinations, undoubtedly with much anticipation and anxiety! And how much more for a student with a disability or who experiences a barrier to learning.

Exam concessions and accommodations in schools and universities

Examinations as an assessment method are still typically the standard form of assessment at all major universities and colleges, both public and private. Although the principles of Inclusive Education (introduced in the White Paper 6 on Education, 2001) have slowly made their way into our basic and tertiary education system, it is reported that up to two thirds of students with disabilities express that they have difficulties with standard assessment methods.

The Department of Basic Education’s Screening, Identification, Assessment and Support Policy supports early identification of learning barriers and encourages learners to apply for a concession before they get to Grade 10. A concession (also known as an accommodation) may be granted for a reader, scribe, prompter, or personal assistant, as well as things like additional time, spelling and handwriting.

 

To learn more check out our Ultimate Guide to Concessions and Accommodations

This movement in schools towards supporting inclusive education through assessment differentiation, has an implication on universities and raises the question: How are universities accommodating the growing number of students who have been granted a concession for tests and examinations?

 

The University of Johannesburg supports students with exam concessions

The Centre for Psychological Services and Career Development at the University of Johannesburg (known to many of us as UJ), headed up by Educational Psychologist Leila Abdool-Gafoor, has a professional team designated to supporting students with assessment concessions. According to Dr Abdool-Gafoor, concessions aim to level the playing field for those with and without disabilities. “My vision is to support our students at the University of Johannesburg, such that their disabilities do not hinder or act as a barrier to them achieving their goals.”

Exam concessions training at University of Johannesburg with BrightSparkz Tutors

BrightSparkz recently conducted formal concessions training with 15 carefully selected staff and students at UJ’s Auckland Park Campus. The training upskills staff and students to effectively fulfill the duties of a reader and scribe; to maintain exam integrity throughout the process; and create a consistent experience for the student. It was encouraging to interact with such a committed team, and see a major South African university willing to invest in the development of its staff – the students with barrier to learning studying at UJ are in good hands!

 

The BrightSparkz’ Exam Concessions Team

Since 2017, BrightSparkz’ concessions team have supported students and learners with over 2200 examinations and have trained over 160 individuals to act as readers, scribes, prompters and personal assistants. 18 Schools and 10 University campuses across Gauteng and the Western Cape currently rely on the BrightSparkz team to fulfill these roles and support their in-house team of support professionals. If you’d like to get more information or contact us about your needs in the area of concessions, please get in touch with our Concessions Team at BrightSparkz: tutors@brightsparkz.co.za or find out more about our Concessions Facilitators. 

 

Written by: Dominique Oebell, BrightSparkz Tutors

Concession Facilitators: Making exams less stressful!

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Readers and Scribes are Concession Facilitators

At BrightSparkz, our Concession Facilitators (prompters, readers and scribes) ensure that all students have simple, smooth, and stress-free test and exam periods. By providing direct and personalized instruction alongside high-end proficiency in transcribing talent, BrightSparkz readers and scribes ensures that your knowledge is truly reflected in the written component of your test or exam and that every aspect is addressed in a detailed and transparent manner. Concessions Facilitators also ensure that the instructions, questions, and any additional, relevant information are all highlighted and effectively presented to maximize academic performance.

To learn more check out our Ultimate Guide to Concessions and Accommodations

Readers

  • They dictate questions, sources, and instructions to ensure clarity and comprehension.
  • Having a reader will ensure that you hear every aspect of the question! This reduces the chance of mistakes and skipping parts of questions, and improves your ability to answer optimally.
  • Readers are a great help for any students with dyslexia, in addition to those with other special needs conditions that impair textual and visual reception.

Scribes

  • These highly skilled writers will transcribe your dictated work in a neat and professional manner, therefore ensuring you peace of mind.
  • Having a scribe will allow you to focus entirely on constructing your answer. You then simply dictate your words to the scribe who writes it down diligently and efficiently.
  • Scribes provide invaluable assistance to any students who qualify for writing allowances, including cases of arm and hand injuries.

Book a Concession Facilitator today!

Prompters

  • A prompter, or learning aid, sits with you in a test and/or examination and assists you with focus and time management.
  • Before a test or exam, you and the prompter will decide on a cue that they will give you (like tapping your shoulder, saying your name or holding up a coloured card) to indicate that you need to bring your attention back to the exam.
  • Prompters are normally used by learners with severe anxiety or ADD/ADHD, as well as students with more than one barrier to learning or who need both a reader and a scribe.

Personal Assistants

  • A personal assistant assists you in personal and/or practical ways during an examination or test, like turning a page or moving a computer mouse.
  • Normally, you will know your personal assistant.
  • A personal assistant is prescribed in the case of physical barriers to learning, including physical disabilities.

Invigilators

  • An invigilator supervises and controls an examination to make sure it’s fair.
  • If you have an additional concession, you will also need an invigilator. Sometimes this can be the same person.
  • If you are home schooled, you are likely to need an invigilator to oversee all your tests and exams. 

Endless Benefits of Readers and Scribes!

BrightSparkz Tutors can provide you with experienced and talented Readers and Scribes to ensure that your tests and examinations reflect your true capability. With over 10 years of tutor-matching experience, BrightSparkz has assisted with more than 500 hours of concessions facilitation over the past 2 years. Learners have experienced a substantial increase in their academic performance and marks, as well as reduced stress levels. This has resulted in learners and students excelling at their studies in a way that highlights their true potential, and even exceeding expectation. Book a Concession Facilitator now.

What our Clients have to say

Friday’s exam went well. Both Munira and Nwabisa were waiting for Taryn and Kayla when they arrived at college. They both read well and clearly. Kayla mentioned that it was Nwabisa’s first time reading as she had only scribed previously, and that her reading was good and very clear. Both my girls felt very comfortable with them.

– Rowena, Durban North

Overall I give BrightSparkz a perfect 10/10 rating! The admin team were amazing as was my Writer. The test went really well and the admin team got back to me super quickly and assured me of a Writer. Amazing service and I couldn’t ask for better. 10/10! :)

– Aiden, Sandton

Written By: Filipp Stoliarov, BrightSparkz Tutor & Concessions Facilitator – Cape Town