NeuroMe accommodations

Giving learners fair access without changing what they are expected to know

Your learner may understand the work but struggle to access it in the way another learner can. Accommodations are not intended to give the learner an unfair advantage.

However, there is an important difference between support used while learning and an accommodation used during formal assessment.

Understanding this difference protects the learner’s access, academic integrity and future qualification options.

The simplest way to understand NeuroMe accommodations

During lessons, support is flexible

The parent may help the learner access and understand the learning material.

Explore NeuroMe lessons

During Open Scope Knowledge Challenges, support remains flexible but must be declared, consistent and honest

Open Scope is not governed by SACAI, but the Knowledge Challenge must still reflect the learner’s own understanding.

Explore Open Scope

During Grades R to 9 Standard pathway Knowledge Challenges, accommodations should follow an educational psychologist’s recommendation

NeuroMe acknowledges the recommendation and applies its assessment integrity process.

Explore Standard NSC

During the Amended Senior Certificate examinations, the relevant adult examination authority controls accommodations

NeuroMe may support preparation, but NeuroMe does not approve or administer the official adult examination accommodation.

During Grades 10 to 12 Standard NSC assessments, only SACAI approved accommodations may be used

An educational psychologist recommendation supports the application, but SACAI makes the formal decision.

Explore Assessment Accommodation Policy

During final Grade 12 NSC examinations, SACAI venue and examination rules apply

The learner writes under formal in person examination conditions.

What is an accommodation?

An accommodation changes the way a learner accesses an activity or assessment. The purpose of an accommodation is to remove any barriers that a learner may have, diagnosed and recommended by an Eduactional Psychologist, in an effort to give the learner a fair and equal oppotunity to be tested according to the academic standards in comparison to their neurotypical peers who do not have any barriers. The process is to level the playing field so that by removing the barriers that the Eduactional Psychologistt identifiesthe testing of the same academic standard is fair and equal between neurodivergents and neurotypicals.

It does not change the CAPS knowledge being taught or assessed.

For example:

  1. A reader gives the learner access to the written question.
  2. A scribe records exactly what the learner dictates.
  3. Extra time gives the learner additional processing or response time.
  4. Rest breaks allow the learner to pause without losing writing time where formally approved.
  5. Typing removes a handwriting barrier.
  6. A prompter gives neutral reminders to help the learner remain focused on the task.
  7. A separate venue reduces distractions or allows an approved assistant to speak.

The learner must still understand the content. The learner must still generate the answer. The learner must still meet the academic standard.

Assessment accommodations are in line with academic needs and not related to emotional needs, which all leraners, both neurodivergent and neurotypical experience.

Access is not the same as assistance with answers

An accommodation may help the learner receive the question or communicate the answer.

It may not help the learner decide what the answer should be.

  • A reader may read.
  • A reader may not explain.
  • A scribe may write exactly what the learner says.
  • A scribe may not improve the answer.
  • A prompter may redirect attention.
  • A prompter may not provide subject clues.
  • A parent may prepare the environment.
  • A parent may not answer for the learner.

This distinction allows NeuroMe to support the learner without making the assessment result unreliable.

Lesson based accommodations

NeuroMe believes that a learner must first be able to access the teaching before they can be expected to demonstrate learning in an assessment.

During ordinary lessons, families may use appropriate support such as:

  1. Audio assistance where available.
  2. Parent reading support.
  3. Parent scribing where appropriate.
  4. Typing.
  5. Speech to text.
  6. AAC or alternative communication.
  7. Selecting or pointing.
  8. Photographs and videos.
  9. Practical demonstrations.
  10. Reduced verbal demand.
  11. Movement.
  12. Sensory tools.
  13. Rest breaks.
  14. Shorter learning sessions.
  15. Help with planning and sequencing.
  16. Repeated instructions.
  17. A quiet or reduced stimulation workspace.
  18. Enlarged text or suitable screen settings.

The parent may choose the time of day, lesson order, learning space and length of the lesson session according to the learner’s needs and pathway.

These adjustments help the learner engage with the content.

They do not mean that the parent should complete the academic thinking on behalf of the learner.

Why lesson support can be more flexible

A lesson is a teaching opportunity.

The learner is still developing understanding.

During teaching, a parent may explain, demonstrate, repeat or use another example.

The learner may pause and return.

They may use different communication methods.

They may receive support to begin or organise the task.

The purpose is to help the learner learn.

A Knowledge Challenge has a different purpose.

It must show what the learner can understand and communicate under the applicable assessment conditions.

This is why support that is appropriate during a lesson may not automatically be used during a Knowledge Challenge.

Lesson support should help build future independence

The goal is not to remove support before the learner is ready.

The goal is to use support purposefully while encouraging growth.

A learner may initially need the parent to read every instruction.

Later, they may read shorter instructions independently.

A learner may initially dictate every response.

Later, they may type brief answers.

A learner may initially need help planning every activity.

Later, they may follow a simple visual sequence.

The level of independence will differ between learners.

Progress should be measured according to the learner’s profile, age, pathway and capacity.

Lesson support does not automatically become an assessment accommodation

A learner may use typing during lessons but still require formal approval to type during an FET assessment.

A parent may read lesson instructions but may not automatically act as a reader during a Knowledge Challenge.

A learner may take sensory breaks throughout ordinary learning but require an approved rest break arrangement during a timed assessment.

This does not mean that the lesson support was wrong.

It means that formal assessment conditions must be controlled so that results remain fair and reliable.

Open Scope accommodations

Open Scope provides families with the greatest freedom to shape learning around the learner’s needs.

The learner may:

  1. Work more slowly.
  2. Complete lessons in shorter sessions.
  3. Take frequent regulation breaks.
  4. Use typing or speech to text.
  5. Use alternative communication.
  6. Receive parent reading or scribing support during lessons.
  7. Complete subjects at different grade levels.
  8. Take longer than one year to complete a grade.
  9. Choose a suitable day and time for a released Knowledge Challenge according to the Open Scope process.

Open Scope is designed to help parents give the learner the environment and support they need without forcing them into the rigid timeline of the Standard NSC pathway.

Open Scope freedom does not mean that assessment integrity disappears

Open Scope Knowledge Challenges still provide evidence of academic progress.

They support:

  1. Marking.
  2. Feedback.
  3. Reports.
  4. Grade completion.
  5. Progression decisions.
  6. Future pathway planning.

The learner’s responses must therefore remain their own.

A parent may not explain answers, suggest responses or correct the work during the Knowledge Challenge.

Where a reader, scribe or prompter is needed, the family should follow the NeuroMe declaration, training and visibility process.

This makes the accommodation transparent and protects the reliability of the result.

Does Open Scope require SACAI approval?

No.

An Open Scope learner is not registered with SACAI for the Standard NSC qualification merely because they are completing CAPS aligned content.

SACAI therefore does not approve the learner’s internal Open Scope Knowledge Challenge accommodations.

NeuroMe instead relies on:

  1. The educational psychologist’s recommendation where available.
  2. An existing formal accommodation approval where available.
  3. Parent disclosure through the correct NeuroMe process.
  4. NeuroMe’s acknowledgement and administrative requirements.
  5. The correct use of trained assessment assistants.
  6. Invigilator App evidence where applicable.
  7. The learner’s own authentic responses.

Open Scope provides greater flexibility, but it should not be confused with assessment support that has no boundaries.

Why an educational psychologist recommendation remains valuable in Open Scope

An educational psychologist’s report may help the family understand:

  1. The barrier the learner experiences.
  2. Which accommodation is appropriate.
  3. How the accommodation should be implemented.
  4. Whether the learner needs a reader, scribe, prompter, extra time or another support.
  5. Whether the learner may later need a formal SACAI application.
  6. How support needs have developed over time.

The report creates useful evidence.

This becomes especially important when a learner may later transition from Open Scope into the Standard NSC pathway.

SACAI approval is not automatic simply because a support was used in Open Scope.

A formal application will still be required.

The Amended Senior Certificate

The Amended Senior Certificate is a separate adult examination route.

An Open Scope learner may use NeuroMe to build CAPS knowledge, practise assessments and prepare gradually.

NeuroMe’s lesson accommodations and internal Knowledge Challenge arrangements do not automatically become official accommodations for the Amended Senior Certificate examination.

When the candidate is eligible and registers for the adult examination, they must follow the accommodation application process of the DBE, Provincial Education Department or relevant examination authority.

The official adult examinations take place at designated examination centres.

They are external examinations.

The candidate’s Senior Certificate result is determined by those examinations.

NeuroMe may help prepare the learner academically and emotionally, but NeuroMe does not approve the official adult examination accommodation.

Grades R to 9 on the Standard pathway

In Grades R to 9, NeuroMe does not act as the formal authority that approves or denies accommodations.

Where an educational psychologist recommends a particular accommodation, the parent confirms this through the applicable NeuroMe process.

NeuroMe may then issue a letter acknowledging the accommodation recommendation for use with the learner’s Knowledge Challenges.

An existing accommodation approval letter from a previous school or recognised assessment body may also provide supporting evidence according to the NeuroMe process.

Parents should retain:

  1. The educational psychologist’s report.
  2. Previous accommodation approval letters.
  3. NeuroMe’s acknowledgement letter.
  4. Assessment declarations.
  5. Training certificates.
  6. Knowledge Challenge evidence.
  7. Reports and marked work.

Families registered for home education should also maintain the appropriate paper trail with their Provincial Education Department.

Why early accommodation evidence matters

A learner may only enter the formal NSC qualification in Grade 10, but their barriers usually existed before Grade 10.

Early records may show:

  1. When the difficulty was first identified.
  2. Which interventions were attempted.
  3. Which accommodations were used.
  4. Whether the support was effective.
  5. Whether the learner used the support consistently.
  6. How the barrier affected ordinary learning and assessment.

This history can help support a later SACAI application.

Families should not wait until Grade 12 to begin documenting a long standing barrier.

Grades 10 to 12 Standard NSC accommodations

Grades 10 to 12 form the formal three year National Senior Certificate qualification.

Accommodations in this phase are regulated by SACAI.

NeuroMe cannot independently decide that a learner may use an FET assessment accommodation.

The parent obtains the required professional evidence.

NeuroMe facilitates the application through SACAI.

SACAI considers the evidence and makes the formal decision.

Only the accommodations listed in the written SACAI approval may be used.

The SACAI application process

The process generally involves:

  1. Identifying the learner’s barrier.
  2. Obtaining a comprehensive report from the appropriate registered professional.
  3. Ensuring that the report is sufficiently recent.
  4. Providing evidence of previous intervention and accommodation use.
  5. Completing the prescribed application forms.
  6. Submitting examples of the learner’s work where required.
  7. Submitting the application through NeuroMe.
  8. Paying the applicable fees through NeuroMe.
  9. Waiting for the SACAI decision.
  10. Implementing only the accommodations that SACAI approves.

An educational psychologist recommendation is important evidence.

It is not the final approval.

SACAI may approve the requested accommodation, approve a different arrangement or decline the application.

Apply early

Families should begin the FET accommodation process as early as possible.

Grade 10 is the ideal time to formalise accommodations for the three year qualification.

New applications are not ordinarily accepted for the first time in Grade 12.

Once SACAI grants an accommodation, it generally remains valid until the end of Grade 12, subject to the conditions in the approval.

Parents should keep the official approval letter safely.

A copy may need to accompany internal and external assessment documentation.

What happens while we wait for SACAI?

The learner may continue using appropriate support during ordinary lessons.

However, the requested accommodation may not be used in a formal FET assessment until written SACAI approval has been received.

For example:

  1. A learner may type during ordinary learning but may need to handwrite formal assessments while a typing application is pending.
  2. A parent may read lesson instructions but may not act as an unapproved assessment reader.
  3. A learner may take ordinary home regulation breaks during lessons but may not pause a timed assessment outside the approved process.

This is one of the reasons early application is so important.

Final Grade 12 NSC examinations

Final Grade 12 NSC examinations are different from ordinary NeuroMe home based Knowledge Challenges.

They are written according to SACAI’s formal examination timetable and venue requirements.

The learner attends an approved examination venue.

Formal in person invigilation applies.

Approved accommodations must be arranged according to SACAI’s requirements.

Where a reader, scribe or prompter is required, the family may also need to arrange and pay for:

  1. The trained assistant.
  2. A separate venue.
  3. Additional invigilation.
  4. Other implementation costs.

NeuroMe helps guide the administrative process, but the final examination rules remain controlled by SACAI.

Understanding the main accommodation roles

Reader

A reader gives the learner access to the written assessment text.

The reader may:

  1. Read the question exactly as written.
  2. Read instructions and mark allocations.
  3. Repeat the text when requested.

The reader may not:

  1. Explain a word.
  2. Simplify the question.
  3. Emphasise the correct part.
  4. Interpret the question.
  5. Suggest an answer.

The learner remains responsible for understanding and answering.

Scribe

A scribe records exactly what the learner dictates.

The scribe may:

  1. Write or type the learner’s words accurately.
  2. Repeat what was dictated when necessary.
  3. Record the response using the approved process.

The scribe may not:

  1. Improve the grammar or content.
  2. Suggest wording.
  3. Correct an error.
  4. Plan the answer.
  5. Choose the order of questions.
  6. add information the learner did not provide.

The learner must generate the complete answer.

Prompter

A prompter gives neutral reminders that help the learner remain engaged with the assessment.

A prompter may:

  1. Redirect the learner’s attention.
  2. Remind the learner to continue.
  3. Give a neutral time management reminder.
  4. Encourage the learner to move to the next question where permitted.

A prompter may not:

  1. Explain the subject content.
  2. Point to the correct answer.
  3. Tell the learner what to write.
  4. Interpret a question.
  5. Give academic clues.

Prompting supports attention.

It does not support the answer.

Why assistants must be trained

The roles of reader, scribe and prompter are highly specific.

A well meaning person may accidentally:

  1. Change the meaning of a question.
  2. emphasise an important word.
  3. correct the learner.
  4. give a clue through tone of voice.
  5. improve a dictated answer.
  6. exceed the boundaries of prompting.

Training helps the assistant understand exactly what is and is not permitted.

For applicable NeuroMe Knowledge Challenges, the assistant must meet NeuroMe’s current training and verification requirements.

Training may be completed through an accepted body such as NeuroMe, the DBE, SACAI or the IEB, depending on the phase and applicable rule.

The training certificate must remain valid according to NeuroMe’s current policy.

Become a Gr.R-9 Reader/Scribe/Promter through NeuroMe

Independence and conflict of interest

A reader, scribe or prompter must be sufficiently independent to protect the credibility of the assessment.

According to the applicable NeuroMe and SACAI requirements, the assistant may not be a relative or a person whose relationship with the learner creates an unacceptable conflict of interest.

A tutor or teacher who taught the learner in the subject being assessed may also be restricted from acting in that subject.

Parents are responsible for sourcing and appointing an appropriate trained person.

NeuroMe does not employ the assistant on the family’s behalf.

The assessment declaration

A reader, scribe or prompter must sign the required assessment declaration.

The declaration confirms that:

  1. The assistant understands their role.
  2. They followed the accommodation boundaries.
  3. They did not provide academic help.
  4. The learner generated the answers.
  5. The assessment conditions were protected.
  6. The information provided is accurate.

The required declaration and supporting certificate should be attached to every applicable Knowledge Challenge.

For FET learners, the SACAI approval letter must also be available and attached where required.

This creates a clear academic paper trail.

The Invigilator App and accommodations

NeuroMe uses the web version of the Invigilator App for internal Knowledge Challenges in the applicable grades.

The App monitors the assessment environment through the learner’s:

  1. Screen.
  2. Webcam.
  3. Microphone.
  4. Assessment activity.

Where a reader, scribe or prompter is used, the assistant must remain visible in the camera view with the learner.

This allows NeuroMe to review how the accommodation was implemented.

The App helps confirm that:

  1. The approved person was present.
  2. The assistant remained within their role.
  3. The learner generated the responses.
  4. No unauthorised person assisted.
  5. No unapproved digital resources were used.
  6. The declared assessment conditions were followed.

An integrity flag is not an automatic accusation

The Invigilator App may flag an event such as:

  1. Another face appearing.
  2. An additional browser tab opening.
  3. Unexpected sound.
  4. The learner moving out of view.
  5. The reader, scribe or prompter speaking.
  6. Unusual screen activity.

A flag does not automatically mean that the learner cheated.

NeuroMe manually reviews the available information and considers the context.

The App provides evidence.

A human makes the integrity decision.

This is especially important for neurodivergent learners whose movement, stimming, communication or accommodation use may look different from that of another learner.

Integrity without an unfamiliar person standing over the learner

Traditional invigilation may add additional anxiety.

A learner may become distressed by:

  1. An unfamiliar adult in the room.
  2. Feeling watched continuously.
  3. Unexpected movement.
  4. Social pressure.
  5. Fear of being misunderstood.
  6. A formal examination hall environment.

For internal Knowledge Challenges, the Invigilator App allows the learner to remain in a familiar home environment while NeuroMe still protects assessment integrity.

The learner can work in the prepared home space.

The approved assistant can remain visible where required.

The App runs in the background.

The assessment remains monitored without adding an unnecessary unfamiliar person to the room.

Technology requirements

Families using the Invigilator App need the equipment communicated for the learner’s grade and assessment.

This generally includes:

  1. A suitable Mac or Windows laptop.
  2. Google Chrome.
  3. A functioning webcam.
  4. A functioning microphone.
  5. Stable internet.
  6. Access to the correct learner account.
  7. A phone or suitable method for uploading written work where required.

Families should test the equipment before the Knowledge Challenge.

The formal assessment should not be the first time the learner or assistant uses the system.

Practice Rounds make accommodations familiar

An accommodation may be formally correct but still feel unfamiliar or uncomfortable to the learner.

Practice Rounds give the learner an opportunity to rehearse:

  1. Working with the reader.
  2. Dictating to the scribe.
  3. Responding to the prompter.
  4. Using extra time.
  5. Taking approved rest breaks.
  6. Typing in the approved format.
  7. Using the Invigilator App.
  8. Remaining visible in the camera frame.
  9. Uploading the completed work.
  10. Managing the emotional experience of supported assessment.

The Practice Round is where the learner, parent and assistant can identify practical difficulties before the marks count.

Practising with a reader

The learner should practise:

  1. Asking the reader what to read.
  2. Asking for repetition.
  3. Listening without expecting explanation.
  4. Processing the question independently.
  5. Giving their own answer.

A learner who has never worked with a formal reader may initially expect the reader to teach or clarify.

Practice helps establish the correct boundaries.

Practising with a scribe

The learner should practise:

  1. Dictating slowly and clearly.
  2. Stating punctuation where required.
  3. Spelling words where the assessment requires the learner’s own spelling.
  4. Reviewing what has been recorded.
  5. Planning the answer independently.
  6. Completing diagrams or practical elements themselves where required.

The learner must learn how to communicate a complete response without the scribe improving it.

Practising with a prompter

The learner should practise responding to neutral reminders without expecting academic help.

The learner may learn that a prompt means:

  1. Return your attention to the paper.
  2. Continue with the task.
  3. Check the time.
  4. Move forward when you are stuck.

It does not mean that the answer is wrong or that the prompter knows which option should be selected.

NeuroMe’s verified impact

Invigilator App readiness

98% of learners who completed both Practice Rounds successfully completed the Invigilator App process without preventable technical or administrative interruption.

Knowledge Challenge preparation

Learners who completed both Practice Rounds showed an average improvement of 27% in Knowledge Challenge performance against the selected comparison group.

Academic and emotional readiness

97% of participating families reported improved preparedness, confidence or emotional regulation before Knowledge Challenges after using the complete Practice Round process.

Who pays for accommodations?

Parents remain responsible for the additional costs connected to accommodations.

These may include:

  1. Educational psychologist assessments.
  2. Medical or specialist reports.
  3. SACAI application fees.
  4. Reader fees.
  5. Scribe fees.
  6. Prompter fees.
  7. Training.
  8. Separate venue costs.
  9. Additional invigilation.
  10. Assistive technology.
  11. Printing or administrative requirements.

NeuroMe facilitates the applicable process but does not employ the accommodation provider or absorb the family’s external costs.

What remains the parent’s responsibility?

Parents must:

  1. Obtain the required professional evidence.
  2. Inform NeuroMe of the learner’s needs.
  3. Complete the ionHub confirmation or application process.
  4. Submit documents before deadlines.
  5. Keep all approval and acknowledgement letters.
  6. Source an independent trained assistant.
  7. Verify the assistant’s training.
  8. Pay the applicable costs.
  9. Ensure that declarations are completed.
  10. Practise the accommodation during Practice Rounds.
  11. Prepare the technology and assessment space.
  12. Ensure that only approved support is used.
  13. Retain the learner’s academic evidence.
  14. Plan early for future qualification requirements.

NeuroMe provides guidance and administration within its role.

The parent remains the primary educator and the person responsible for implementing the learner’s support.

What remains the learner’s responsibility?

According to their age and capacity, the learner must:

  1. Engage honestly with the assessment.
  2. Generate their own answers.
  3. Use the accommodation according to its purpose.
  4. Work cooperatively with the trained assistant.
  5. Follow the assessment rules.
  6. Complete Practice Rounds.
  7. Learn how to communicate with the reader, scribe or prompter.
  8. Build independence where possible.
  9. Avoid unauthorised resources.
  10. Maintain academic integrity.

An accommodation belongs to the learner’s access process.

It does not transfer responsibility for the answer to another person.

Integrity should protect the qualification, not create unnecessary fear

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