10 May Call for Extra Time
We are calling on the State Examinations Commission to introduce access to extra time for dyslexic students in Junior Cycle and Leaving Certificate examinations.
Extra time is not available for dyslexic students in second-level examinations in Ireland. Many dyslexic students need access to this type of support, as timed exams create many barriers for students with dyslexia and other learning difficulties.
Sign the petition on the Change.org website – https://chng.it/VCvftM6VL5
Extra time would help to overcome the disadvantage caused by dyslexia and would help to level the playing field for these students. As dyslexia affects 1 in 10, this is an issue which impacts tens of thousands of students each and every year.
In Ireland, extra time in exams is available as standard for dyslexic students at third-level. And in many other countries extra time is an established option for dyslexic students at both second and third level. In France, dyslexic students have access to 33% extra time, in Italy 30%, in the UK 25% for second level exams.
Take action
You can raise this issue by contacting your local representative and explain how the lack of extra time is a disadvantage and barrier for dyslexic students in second level examinations. Ask for their support for the introduction of extra time at second level for students with dyslexia and other learning difficulties. If this issue has personally impacted you or a family member sharing this with a political representative can help to drive change.
You can find contact details for your local TD and senators on the Oireachtas website – https://www.oireachtas.ie/en/members/
A statement from our CEO, Rosie Bissett
“Extra time is universally recognised as a reasonable accommodation in timed exams and is available to second level students with dyslexia across most of Europe, so why are young people with dyslexia in Ireland denied this accommodation? We are calling on the State Examinations Commission to urgently review their Reasonable Accommodations policy to bring it in line with international best practice, and prioritise the needs of young people with dyslexia and other learning difficulties.”
