Access Arrangements are changes made before exams for candidates based on documented needs and their typical mode of working in school. These adjustments aim to eliminate barriers during examinations that might otherwise disadvantage students in formal assessments such as A Levels or IB exams.

These adaptations, aim to mitigate or remove obstacles. They do not alter the expected learning outcomes or lower standards but rather provide optimal support to address various barriers, enabling students to navigate them effectively.

Access Arrangements can be classified into two main categories: some are delegated to examination centers, while others require prior approval from the awarding body. In both cases, a psychological assessment is often necessary to capture in a formal document the areas of need.

For students for whom writing pose a challenge due to issues like slow handwriting speed, spelling difficulties, or written expression/fluency, an assessment of their writing skills can provide evidence of the need for accommodations.

Standardised assessment tools such as DASH 2, WIAT III, and/or KTEA-3 can serve this purpose effectively. Based on the student's assessment results, accommodations such as extra time during exams or the use of a word processor may be deemed appropriate by the educational institution based on the evidence provided by the psychological assessment report.