Exam survival guide: candidates with Autism Spectrum Disorder
In honour of Autistic Pride Day, we shine a light on how access arrangements help make British Curriculum exams fairer and more manageable for candidates on the autism spectrum, especially those studying at home or entering as private candidates.
Autism Spectrum Disorder (ASD) presents in many forms, from high-functioning autism to more complex sensory, communication, and behavioural challenges. Regardless of where your child falls on the spectrum, access arrangements can transform the exam experience from overwhelming to empowering.
We’re proud to support neurodiverse candidates, including many homeschoolers and independent candidates, by ensuring that candidates can perform to the best of their abilities, and not have their condition affect their academic performance.
What the experts have to say about autism
In our quest to create an exam survival guide for candidates with Autism Spectrum Disorder (ASD), we had an interview with Specialist Psychiatrist, Dr. Melinda Lombard from Evexia Psychiatric Day Hospital, to help deepen our understanding of autism, particularly high-functioning autism, and how we can all create more inclusive, accepting environments for neurodiverse candidates.
Here’s what she had to say: “Autism is not an illness,” Dr Lombard explains. “It’s simply a different way of experiencing the world.” Autism Spectrum Disorder (ASD) affects how individuals process information, interact with others, and respond to sensory stimuli. For those with high-functioning autism, many aspects of life, including exams, can pose unique challenges. But, as Dr Lombard notes, these candidates are often incredibly bright, creative, and thoughtful. “Their brains just work differently. They might find it harder to pick up on social cues or cope with loud noises, bright lights, or unexpected changes in routine,” she says.
These everyday situations, especially in high-stakes environments like exam centres, can be overwhelming for candidates on the spectrum. You may notice that a candidate avoids eye contact or appears socially withdrawn. This isn’t out of disinterest or unfriendliness. As Dr Lombard points out, it’s often a coping mechanism to manage overstimulation or anxiety. “Many autistic individuals mask their symptoms to try and fit in. But masking can be deeply exhausting, leading to high levels of stress and emotional fatigue.” What’s important, she says, is recognising that alongside these challenges lie extraordinary strengths: “Autistic individuals often think in unique, original ways. They can be incredibly loyal, introspective, and creative. Their differences are their strengths.”
So, how can we, as educators, parents, peers, and exam centre professionals, show support? “Be kind. Be patient. And most importantly, be understanding,” Dr Lombard advises. “Every person is different, and that’s what makes the world both interesting and beautiful.” By embracing inclusion, showing empathy, and making space for neurodiverse candidates, we don’t just improve the learning or exam experience, we honour every individual’s right to belong.
Dr Lombard closed with this reminder: “When we welcome people as they are, we help them feel safe, seen, and valued. And that’s how we build communities that truly support every candidate.”
Understanding access arrangements for autistic candidates
Access arrangements are practical adjustments to exam conditions that accommodate candidates with special educational needs, including autism. These concessions are not special treatment, they are legal, ethical provisions that remove unnecessary barriers and put candidates on an equal playing field.
Examples that benefit autistic candidates include:
- Extra time to process information.
- Supervised rest breaks for emotional regulation.
- Separate rooms to reduce sensory overload.
- Use of word processors for candidates with handwriting challenges.
- Visual prompts or simplified instructions.
As Smith (2024) outlines, these adjustments help candidates focus on demonstrating their knowledge, not battling environmental stressors.
Why access arrangements matter for autistic candidates
Autistic candidates often face difficulties with:
- Sensory processing (e.g., loud clocks, crowded rooms).
- Transitions and changes to routine.
- Anxiety in high-pressure settings.
- Language processing speed.
Without access arrangements, these challenges can undermine academic ability. With them, candidates are better able to manage anxiety, follow instructions, and stay focused.
This is especially important for homeschooled and private candidates, who may not be used to formal exam environments. Access arrangements help ensure that their first exam experience doesn’t feel like a sensory minefield.
Real-life support: What we offer at our exam centres
We go beyond paperwork. Our teams in Pretoria and Cape Town are trained to support autistic candidates compassionately and professionally. Here’s what we provide:
- Individual attention from our Access Arrangements team.
- Customised exam settings (e.g., low-distraction/own rooms).
- Calm, patient, understanding staff.
Many of our candidates, especially those with high-functioning autism, simply need a quieter environment and a bit more time to thrive.
How to apply for access arrangements
Applications must be made well in advance. Here’s the step-by-step:
- Register your child well ahead of the access arrangements deadline dates, keeping in mind that these occur earlier than the exam registration deadline dates.
- Collect evidence (a recent diagnosis or report from a psychologist or psychiatrist).
- We assess your case and guide you through the JCQ or Cambridge board-specific process.
Read Brown & Patel (2025) for insights into homeschooling and SEN exam applications in South Africa.
What evidence is required for autistic candidates?
To support your child’s access arrangement request, we’ll need:
- A diagnostic report from a clinical psychologist or psychiatrist (within 3 years).
- A detailed school or tutor statement, if applicable, describing classroom support.
- Any therapy or intervention reports.
For detailed guidance, see the Cambridge Handbook 2025 and the JCQ Guidelines 2024–25.
Celebrating neurodiversity through inclusion
Autistic Pride Day reminds us that neurodiversity is a strength. Inclusive exams don’t dilute standards; they empower candidates to succeed without fear or sensory distress.
Let’s make sure that every candidate, regardless of their needs, has the opportunity to shine.
If your child is autistic, homeschooled, or struggling with anxiety, access arrangements could be the key to a calm, fair, and successful exam experience.
If you need any further support, contact us on 087 655 5143, or email info@tutorsandexams.co.za.
Sources
- Smith, J. (2024). ‘Ensuring Fair Exams for All: The Role of Access Arrangements’. Education Weekly South Africa, 15 August, p. 12. 🔗 Read the article
- Brown, T. & Patel, R. (2025). ‘Homeschooling and Exam Accommodations in South Africa’. The Learning Times, 10 January, pp. 8–9. 🔗 Read the article
- Hadeel Faras, H., Al Ateeqi, N., Tidmarsh, L. 2010. Autism spectrum disorders. Ann Saudi Med: 30(4):295–300. doi: 4103/0256-4947.65261.
- National Health Service. 2024. What is autism? https://www.nhs.uk/conditions/autism/what-is-autism/
- Joint Council for Qualifications (JCQ). https://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/#:~:text=An%20Overview,scribes%20and%20Braille%20question%20papers.
- Autistic Girls Network. 2022. Holding it Together with Your Autistic Young Person Through Exam Times. https://autisticgirlsnetwork.org/holding-it-together-with-your-autistic-young-person-through-exam-times/#:~:text=Adding%20pressure%20will%20not%20be,step%20closer%20to%20Summer%20freedom.