How are we supporting our students with SEN including Autism, Visual and Multi Sensory Impairments in their GCSE’s?

With the current round of GCSE’s coming to a close this academic year, I spoke to Caireen Sutherland, a valued member of our Multi-Disciplinary Team about her recent publication on students who have additional needs  (Special Educational Needs, Autism, Visual Impairment and Multi Sensory Impairments) and exams. You can read more about Caireen here. I then spoke to Michelle (more about her here), about how GCSE’s specifically impact on our Autistic students and what we need to consider for them. We asked about supporting students with SEN through their GCSE’s…

Louise: Congratulations Caireen on co-authoring a chapter with Martin McLean in the book Education, Disability & Social Policy, we are so proud of you! I know that in your career to date you have specialised in working with children with Special Educational Needs (SEN), Visual Impairment (VI) and Multi-Sensory Impairment (MSI), what inspired you to update this chapter now?

Caireen: I am really concerned about students with sensory impairment having equal access to exams and tests and while there have been some definite positive improvements in access arrangements and provision by testing bodies there are still some ongoing areas of concern.  This chapter was out of date and with a continued emphasis and pressure on young people to achieve in exams this seemed a good opportunity to update not only the stats but where we are in this area and to raise the issue of access for those with sensory impairment.

Louise: How has the GCSE landscape changed and how do you think this has impacted our students with SEN, VI and MSI?

Caireen: With a move towards sitting more subjects at GCSE and starting GCSEs courses earlier as well as an increase in course work the pressure on those with sensory impairment has increased even more.

Having a sensory impairment is tiring and challenging at best and the larger workload and pressure only adds to the potential strain on young people, putting their strategies to manage under ever increasing pressure.  When are are supporting students with SEN through their GCSE’s we have noticed that the system predominantly values exam results and it will remain a high pressured environment which is not a good match for students with sensory impairment. 

Louise: You make the point that education is now mandatory up to the age of 19, but the GCSE assessment point is at 16. What positive steps do you see happening for our young people? What else do you think needs to happen for our young people with VI, MSI and SEN?

Caireen: Education being mandatory until 19 has not eased the situation particularly. GCSEs remain a clear benchmark and entry point to what’s next.  As we discuss in the chapter we need better recognition of the very specific needs, and thus skill requirement, of those with vision impairment, multi-sensory impairment or deafness. Exams are one part of our education system but the curriculum and amount required to be covered also presents students with sensory impairment and SEN with another significant barrier. Time needs to be allocated for these young people to develop these additional but essential skills so that they can make the most of the access arrangements and provision exam boards / test bodies can put in place.

Louise: Thank you Caireen! Michelle, considering the Autistic students you work with currently, what do you think autistic students need to succeed with their GCSEs?

Michelle: Autistic students often face unique barriers in school, especially around GCSEs. To support them best, we need flexible learning pathways that play to their strengths, along with sensory-friendly exam environments and calm, predictable routines. It’s also vital that teachers have practical training in autism, so they can spot signs of anxiety, burnout, or masking, and respond with empathy and understanding.

Louise: Do you believe that exams are the right way to assess all autistic students?

Michelle: Not always. Some students may do better with alternative assessment methods like coursework or portfolios. Providing tailored exam adjustments and meaningful mental health support can make a huge difference. Most of all, we need school cultures that actively include autistic learners. Where differences are embraced and respected, needs are met early, and every student feels they belong