Special arrangements

Students can be granted special test arrangements to ensure equal chance of success in their examination. 

Special arrangements can be applied for if the student has illnesses, neuropsychiatric disorders, loss of sight or hearing, problems with reading and/or writing (such as dyslexia), or other issues that may cause them to struggle with a normal test situation. Special arrangements are reserved for students that have needed and made use of special arrangement already during their high school studies, students who are experiencing a difficult life situation.

The following special arrangements are offered to those who need them:

  • 2h additional test time
  • Test assignments on paper with a larger font and spacing
  • A reduced-distraction test room 
    • A student can be placed in a reduced-distraction test room/are with a maximum of eight test candidates (or more with the candidates’ consent). The reduced-distraction test area can be, e.g. an area separated from the main test area with screens or a separate room, depending on the school’s resources.
  • Resting time in a space allocated for rest (for students who have illnesses or disabilities that cause heavy fatigue)
  • Visual aids for students with visual impairments
  • Test with reduced voice material for students with hearing impairments
  • Test assistant. There are two kinds of assistants that can be used in the test situation.
    • The assistant can assist the student in using other equipment than the test equipment and take the student to the bathroom. They will not help the student write and submit their test answers.
    • The assistant can help the student answer the test assignments according to the student’s instructions. The assistant can write the answers and submit them on the test platform, but the student is fully responsible for the contents of the answers. The assistant is not allowed to help the student in formulating the answers. The assistant can, however, read the assignments out loud and give descriptions of necessary details. Students receiving this kind of assistance will take their tests in a separate room and the test situation is videotaped and voice recorded to ensure the legitimacy of the answers. This kind of assistance is strictly reserved for students with such disabilities or illnesses that physically prevent them from writing their answers either by hand or by computer.

A student may also apply for special arrangements due to a difficult life situation. A difficult life situation can be related to, for example: the death or serious illness of a loved one, difficult family situation, heavy legal procedures, etc. A difficult life situation may also be taken into consideration in test assessments, if a statement from a curator, counsellor, psychologist, or a doctor has been provided to FIER via head of school either before the tests or immediately after.

Please note that the special arrangements granted to applicants depend on the reason for the special arrangements; an applicant with dyslexia, for example, is not offered use of the resting room, unless they also have an illness or a disability that requires it.

Applications for special arrangements can be done using this form, or with a free-form application. A short description of the reason for special arrangements should be included in the application, and statements from, e.g., a doctor or psychologist, should be delivered to the head of school. However, if a statement has already been provided earlier during the student’s studies, one does not need to be provided again.

The head of school will confirm the need for special arrangements (with the help of the school guidance counselor or nurse, if necessary) and deliver the application to FIER with their backing.

The application will be reviewed by FIER, and the decision will be given to the head of school, who will inform the applicant.

Special test needs and arrangements and difficult life situations can be considered in the test assessment, IF a student is going to receive a failed grade that would lead them to fail their examination. Students may be given extra points based on the significance of their test hindrance. Points can be given as follows:

Maximum increase of points, if illness or injury, particularly difficult life situation or difficulty in reading and writing hinders the test performance...

Max points of the test ….somewhat …significantly …very significantly
120 points 1 point 2 points 3 points
299 points 3 points 6 points 8 points
400 points 4 points 8 points 10 points

If a student who has applied for and been granted special arrangements is about to receive a failed grade, FIER will consider the significance of their hindrance with the help of the head of school and increase the points accordingly. The total points earned with the point increase cannot be higher than the lowest passing point score for the subject. 

Special arrangements don’t need to be applied for every test period if the reason for them is of chronic nature – if a student has been granted special arrangements, they will be provided for all three test periods. However, if a student applies for special arrangements due to a particularly difficult life situation, the application is reconsidered for each test period.