As the conversations around neurodiversity continue to grow, education spaces are changing their practices to be better able to support those with diverse learning needs.
Many aspects of Australia’s current education system can be tricky for neurodiverse students, but something that can be particularly hard to navigate is the practice of standardised testing.
For international students, English proficiency tests are an important step in accessing further education or work opportunities in Australia – often, they will be a requirement of your visa. But for neurodiverse students, such as those with ADHD, autism or dyslexia, having their future ride on the outcome of these assessments can be really daunting.
Standardised tests are often designed with the neurotypical student in mind. They are often very ‘one-size-fits-all’, which will never suit a wide range of learners. Strict time limits, overstimulating environments and rigid rules around how someone needs to access and complete the tests all add to the pressure that a neurodiverse student may feel. These conditions are difficult for many students, but for someone with a cognitive difference, they can be actively harmful to their learning outcomes. Thankfully, the push for more inclusive assessments is gaining momentum and testing bodies across Australia are starting to respond.
IDP, one of the educational organisations that administers the globally renowned International English Language Testing System (IELTS), has introduced a range of accessibility accommodations to better support neurodiverse students.
These include:
- Access to private testing rooms
- Permission to bring a support person
- Use of computer for answering test questions
- Permission to bring in medication
- Up to 25% extra time to complete the test
- Access to a transcriber – helpful if a student has difficulty with their handwriting
- Breaks when needed
These accommodations are provided free of charge, and they also offer a range of other supports to help students with vision or hearing and speaking difficulties.
One student at IDP IELTS, Sandra, recently shared her experience of taking the IELTS test under more accessible accommodations.
Before taking the IELTS, and having not been at school for quite some time, Sandra found the idea of having to sit a test very daunting. Thanks to the supportive test environment, she was able to achieve a great score and a renewed belief in her abilities.
For Sandra, who has ADHD – a condition which often makes it difficult to focus during standard test conditions, having extra time and a distraction-reduced environment meant being able to focus on the content of the test, rather than battling with the format.
Sandra said of her experience, “I wouldn’t have performed this well, if not in this setting.”
Her success story is a clear example of how small adjustments can lead to big outcomes.
While IDP IELTS is one provider leading this change, they’re not the only ones who have made the move towards more accessible testing. Worldwide, there’s increasing pressure on educational spaces to meet the testing needs of neurodiverse students. Not only is it simply fair, but it actually results in more accurate testing.
More specifically, accessibility in English language testing is about equity. As universities, workplaces, and immigration systems continue to rely on standardised language tests as their foundation, building inclusive pathways for neurodiverse people isn’t just a nice-to-have; it’s a non-negotiable.
The ongoing conversation around accessible testing is hopefully a sign of what’s to come in all educational spaces. The shift from rigid assessment models toward a more human understanding of learning and communication is something that will benefit us all, not just those of us who are neurodiverse. Success stories like Sandra’s help pave the way for others; showing that success isn’t about fitting the mould, but about giving everyone a fair chance to show just what they can do.
