Common types of concessions/accommodations (what they mean)

These are the options most commonly applied for and approved in South Africa; exact naming/conditions can vary by exam body (DBE/NSC, provincial departments, IEB, Cambridge), but the function is the same.

• Additional time — extra minutes per hour (commonly 5, 10 or 15 minutes per hour; some bodies use fixed % extra time for high-stakes exams). Used for processing speed, dyslexia, ADHD, and motor difficulties.

• Reader — a person reads the question paper aloud (used for visual or decoding/language access issues).

• Scribe / Amanuensis — a trained person writes/keys the learner’s dictated answers (used for severe handwriting/graphomotor problems or physical impairment). Often, the session must be recorded for evidence.

• Use of a computer / assistive technology — permitted if handwriting is not viable (dysgraphia, severe motor issues).

• Separate venue / reduced distractions — quiet room to reduce sensory/attention barriers.

• Rest breaks / scheduled medication / food intake — for medical conditions, seizure disorders, diabetes, etc.

• Braille / enlarged print / low-vision materials — for visual impairment.

• Spelling/handwriting concessions — e.g., no penalty for spelling in non-language subjects, or handwriting concessions where legibility is an issue.

• Prompter — brief prompts to refocus attention (for specific attention needs).

(Note: some specialist accommodations — e.g., sign language interpreters for Deaf candidates — are also available depending on need and exam board.)

Parent / School Checklist — What to gather & timelines

Start immediately if an exam is upcoming. Aim to submit the school application packet 6–12 weeks before the exam; for national exams (NSC/IEB) begin at the start of the school year.

Documents to gather

• Recent full psycho-educational assessment or specialist medical report (registered psychometrist/ educational psychologist / medical specialist). Report must: state diagnosis/problem, describe functional impact on assessment tasks, and recommend specific accommodations with rationale.

• SIAS / DBE forms (where used) and any school-based evidence of support (SBST notes, intervention plans).

• Teacher reports/feedback and examples of learner work showing persistent difficulty.

• Previous concession approvals (if applicable).

• Relevant medical reports (e.g., audiology, optometry, neurology, hospital discharge notes).

• Consent form signed by parent/guardian authorizing the school to submit the application to the exam body.

Who completes what

• Psychometrist / Educational psychologist: conducts assessment and writes functional recommendations.

• School (SBST / Principal): completes SIAS/DBE application forms, compiles evidence and forwards to District/Exam body.

• Exam body / Provincial committee: reviews and approves/denies concessions.

Recommended timeline

• Identification & school-level interventions: immediate.

• Formal assessment: allow 2–4 weeks for appointment + testing.

• Report writing: 1–2 weeks.

• School compilation & district forwarding: 1–3 weeks.

• Exam body adjudication: varies — allow 4–6 weeks for processing for high-stakes exams (sometimes longer).

• Total practical lead time: 6–12+ weeks; start earlier for Grade 12 / national exams.

Documentation required (what you’ll usually need)

Schools/exam bodies typically expect a package that includes:

• A recent full psycho-educational assessment (or specialist assessment) by a registered psychometrist/ educational psychologist (or other authorised professional) that explains functional impact and recommended accommodations.

• SIAS / DBE forms and school-based evidence (DBE form 124 / SNA1 & SNA2, where applicable) completed by teachers, including historic evidence of interventions and response to support.

• Medical reports (where relevant), audiology/optometry reports, or hospital records for injuries/neurological conditions.

• Teacher comments, school progress records, sample work, and previous accommodation approvals (if any).

For high-stakes exam bodies (IEB/NSC/Cambridge) the exam body’s own protocol must be followed — often the school compiles and forwards the full dossier.

Typical application & approval process (step-by-step)

1. Identification at the school level — teacher observes barrier; School-Based Support Team (SBST) documents issues, attempts reasonable classroom interventions and completes SIAS forms.

2. Referral to specialist — if school-level support is insufficient, SBST/principal refers learner for formal assessment (educational psychologist/psychometrist or medical specialist).

3. Assessment conducted — full psycho-educational / medical assessment that states functional limitations and specific recommended accommodations.

4. School compiles application pack — SIAS/DBE forms, assessment report, teacher evidence, medical reports, and any prior concessions are attached. School consults district specialists as required and captures data on the management system (e.g., SA-SAMS) where instructed.

5. School forwards to District/Provincial Accommodations Committee — applications are screened/adjudicated by a District-Based Accommodations Committee (DBAC), and for FET/NSC, often also by a Provincial-Based Accommodation Committee (PBAC) or directly to the exam body.

6. Exam body review and approval — exam authorities (DBE/IEB/Cambridge) make final concession decisions and inform the school of approved accommodations.

7. Implementation — once approved, the school makes arrangements (trained scribes/readers/computer access/separate venue, etc.) and documents the accommodation for the examination session.

Lead times & recommended timing

• Start early. Many provincial circulars and assessment instructions set specific submission deadlines (for example: some provinces required submission of new applications by early April in 2025). That means identification, assessment, and paperwork need to start several months before main examination periods.

• Practical guideline: begin the process at least 6–12 weeks before the assessment or sooner for high-stakes exams (Grade 12 / NSC / IEB). For annual national exams, schools/provinces commonly ask for applications at the start of the school year — so parents should not wait until a few weeks before.

• Reapplications / renewals: Depending on province/exam body, new applications or updated reports may be required periodically (or for a different exam year) — check the exam body’s policy.

Practical notes for parents & schools

• Use a registered professional: For DBE/IEB applications, a full report by a registered psychometrist/educational psychologist (or the professional specified by the exam body) is usually required — a credible, recent, functionally-focused report greatly improves chances of approval.

• Keep historic evidence: schools must show attempts at classroom support and historic records (teacher feedback, learning support plans). Applications based solely on a single test without supporting documentation from the school are less likely to succeed.

• Concessions provide access, not advantage: exam bodies aim to ensure access to the construct being tested (e.g., knowledge in a subject) — they do not alter the assessment standard.