特殊安排 学校证明 医疗证据 Form8 Form9
英国考试局体系里的特殊安排（access arrangements）不是老师凭印象给的照顾，而是一套要留档、要能经得起检查的证据流程。想拿到额外时间、代笔、读题员这类支持，中心必须同时拿出两样东西：证明有需要，以及证明这种做法本来就是考生的常态做法。学校端的证明材料主要落在 Form 8 与 Form 9 两张表上，前者针对学习困难，后者针对身体、感官、医疗、神经发育与心理健康类需要。医疗证据的要求比很多家庭预想的更具体：诊断要来自专科医生，转诊信要写到已经同意正式评估，普通全科医生的便条通常撑不起申请。下面按 JCQ 官网 2025/26 版规则（继续适用于 2026/27 学年）拆开讲，从表格怎么填到截止日怎么算。
Access arrangements in the UK exam system are not favours granted on a teacher's hunch; they are an evidence process that has to survive inspection. To secure extra time, a scribe or a reader, a centre must show that the need exists and that the arrangement is already the candidate's normal way of working. The paperwork sits mainly on Form 8 for learning difficulties and Form 9 for physical, sensory, medical, neurodevelopmental and mental health needs, and the medical route is stricter than most families expect.
特殊安排的两条腿：需要证据与常态做法
JCQ 官网把证据要求拆成两条腿，第一条是需要证据，也就是这个困难确实存在、确实影响限时考试。第二条是常态做法，也就是考生平时在课堂、内部测验与模拟考里已经在用这个安排。两条腿缺一条，申请都会在审核阶段被卡住。很多学生以为只要有医院报告或评估报告就一定能拿到额外时间，实际上中心要先证明这个安排在平时就已经在用。所以 SENCo 在填表之前，会先去收集教师反馈、课堂观察记录与限时测验的表现。申请与批准都由中心负责，考生和家长不能直接向考试局提交。真正的分界线不是诊断名称，而是这个安排在考生日常学习里留下了多少痕迹。
JCQ splits the requirement into two strands: evidence of need, showing the difficulty is real and affects timed assessment; and the normal way of working, meaning the candidate already uses the arrangement in lessons, internal tests and mocks. Miss either strand and the application stalls at review, because a hospital letter or an assessment report on its own does not settle the matter. What counts is not the label on the diagnosis but the trail the arrangement has left in day to day lessons, which is why the same report can lead to different outcomes at two different centres.
中心自行决定的安排与在线申请的分界
JCQ 把二十一项特殊安排下放给中心自行决定，包括替代场地、隔音耳罩、彩色覆盖片、方格纸、桌上计时器、监督式休息、双语词典、低视力助具、读出声与阅读笔。这一类通常不需要正式证据，也不需要在系统里提交申请，但安排必须反映考生的常态做法，而且要与其需要相称。很多学生以为不需要申请就等于随便用，实际上 SENCo 仍要在被检查时说明判定理由。文字处理器的要求更特别一点：不需要个人证据，但中心必须有一份关于考试中使用文字处理器的书面政策。剩下的安排必须通过 Access Arrangements Online 提交，由中心在线申请。这条分界线决定了家长要准备哪一类材料，先弄清题目属于哪一边，再谈证明怎么写。把在线申请误当成自行决定，是提交环节最耽误时间的一种误解。
Twenty-one arrangements are delegated to centres, covering alternative rooms, ear defenders, coloured overlays, squared paper, desk timers, supervised rest breaks, bilingual dictionaries, low vision aids, reading pens and reading aloud. These need no formal evidence and no online application, but they must reflect the candidate's normal way of working and stay proportionate to the need. Word processors sit slightly apart: no individual evidence is required, although the centre must hold a written policy on their use in exams, and everything else has to go through Access Arrangements Online.
必须走在线申请的安排清单
JCQ 官网列出的必须在线申请的安排包括 25% 额外时间、超过 25% 的额外时间、代笔与语音识别技术、电脑读题与读题员、双语词典加 25% 额外时间、医用手机、因实质障碍而听音乐或白噪音、实践助手、远程监考。面向 2027 年 6 月场次的修改版试卷也在其中，通常由中心在系统里下单。因残疾而在考试当天调整时间表，或者需要过夜监督的时间表调整，同样要走在线申请。部分安排会被系统自动拒绝，例如实践助手、远程监考与二十六个百分点以上的额外时间，中心随后必须在线转介给相应考试局。这一类的证据要求各不相同，学习困难看 Form 8，其他需要看 Form 9 加专科证据。很多学生以为填完表就等于批准，其实批准主体是考试局，不是中心。批准是按资格分别生效的，同一考生同时报考 GCSE 与 BTEC，就要为两个资格分别申请。
The arrangements requiring an online application include 25% extra time, extra time above 25%, a scribe or speech recognition technology, a computer reader, a bilingual dictionary with 25% extra time, a mobile phone for medical purposes, listening to music or white noise for a substantial impairment, a practical assistant and remote invigilation. Modified papers and timetable variation for a disabled candidate, including overnight supervision, follow the same route. A few are automatically rejected, such as a practical assistant and extra time above 25%, after which the centre must refer the case online to the awarding organisation.
Form 8 第 1 部分：教师反馈与常态做法怎么写
Form 8 的第 1 部分由中心填写，内容是考生的困难表现与常态做法。2025/26 版规则把这一部分收紧了：SENCo 必须在考生接受标准化测评之前就写好教师反馈与常态做法证据，不能等评估报告出来再补。这一步最容易出错的地方是把第 1 部分写成几句骨架，例如只写该生阅读速度较慢，这种描述在检查时没有说服力。可用的材料包括科目老师的具体观察、限时内部测验与模拟考的表现、平时作业的可辨性与拼写情况、工作日志里各部分耗时的记录。JCQ 官网指出，在 25% 额外时间的特殊情形下，SENCo 必须在第 1 部分里把考生的常态做法讲清楚，直接说明为什么需要额外时间。写得好的第 1 部分读起来像一段教学记录，有场景、有时间、有具体表现。常见的错误是等到模拟考结束才动笔，那时该有的课堂观察已经来不及回填。
Part 1 of Form 8 is completed by the centre and describes the candidate's difficulties and normal way of working. The 2025/26 rules require the SENCo to record teacher feedback and evidence of normal way of working before the candidate is assessed, not after the report arrives; a skeletal Part 1 saying the candidate reads slowly convinces nobody at inspection. Useful material includes specific teacher observations, performance in timed internal tests and mocks, legibility and spelling in routine work, and a work log showing how long each part of a task takes.
Form 8 第 2、3 部分：评估师资质与测评时效
第 2 部分记录评估师做的标准化测试结果，第 3 部分由 SENCo 签字并注明日期。评估师必须由中心校长任命，资质要达到 Level 7 或同等水平，并持有有效的 SpLD Assessment Practising Certificate 或 HCPC 注册资格。测评必须使用全国常模、与考生年龄相称，而且不得早于九年级开始时进行。测评时间还要落在相应场次之前的二十六个月窗口内，超过窗口就要重做。常见的错误是拿着中心之外的私人测评报告来填表，JCQ 明确这类报告不能用于 Form 8 的处理与检查。只有 Form 8 是被接受的格式，电子表格、邮件与中心自制的替代表格都不算。三部分齐全并签字注日期之后，表格才可能在考生从 GCSE 升到 A-Level 时滚动沿用。
Part 2 records the standardised test results obtained by the assessor, and Part 3 carries the SENCo's signature and date. The assessor must be appointed by the head of centre, hold Level 7 or equivalent and have a valid SpLD Assessment Practising Certificate or HCPC registration; testing must use national norms, be age appropriate and fall within the 26 months leading up to the series. A private report commissioned outside the centre cannot be used, and spreadsheets, emails and centre devised equivalents are not acceptable substitutes for Form 8.
家长意见在 Form 8 与 Form 9 里的边界
2025/26 版规则重申，家长意见不能写进 Form 8 或 Form 9 的第 1 部分。很多学生家长以为多交一份家长的说明信能加分，实际上这类材料只能作为背景信息，帮助中心理解家庭看到的情况。真正的证据要来自中心内部：教师反馈、课堂观察、限时测验表现与常态做法的记录。JCQ 关于私考生与材料不足情形的指引里提到，在信息确实不足时，家长或监护人的说明可以作为补充参考。补充参考不等于证据，它既不能替代教师反馈，也不能替代专科诊断。这一步最容易踩的坑是把家庭材料当成主体，结果表格里的第 1 部分反而写得空。最有价值的做法是把家里观察到的具体场景整理给 SENCo，让老师去核实并写进表格。
The 2025/26 rules restate that comments from parents cannot be recorded in Part 1 of Form 8 or Part 1 of Form 9. Such material works only as background, helping the centre understand what the household sees, while real evidence has to come from inside the centre: teacher feedback, classroom observation, timed test performance and records of the normal way of working. JCQ guidance on private candidates allows a parent statement as supplementary context where information is genuinely lacking, which is not the same as evidence and replaces neither teacher feedback nor a specialist diagnosis.
Form 9 的医疗证据来源清单
Form 9 针对身体、感官、医疗、神经发育与心理健康类需要，由 SENCo 填写并说明考生的常态做法与持续、显著的困难。支持材料可以是 CAMHS 的信件或报告、持 HCPC 注册资格的心理学家报告、医院顾问医师报告、精神科医师报告与言语治疗师报告。也可以来自在 ADHD 领域完成 RCGP 扩展角色框架的全科医生，但必须附上完成该框架的证据。地方政府的专科服务、感官支持服务或职业健康服务的信件同样被接受。现行的 EHCP、北爱的特殊教育声明或威尔士的个人发展计划也可以当作专科证据使用。专科证据要确认考生属于残疾，但不要求专科医生在报告里写明建议 25% 额外时间。安排由 SENCo 依据专业判断决定，专科医生推荐某个安排只是参考，不是终局。
Form 9 covers physical, sensory, medical, neurodevelopmental and mental health needs, and the SENCo uses it to describe the normal way of working alongside persistent and significant difficulties. Supporting evidence may be a letter or report from CAMHS, an HCPC registered psychologist, a hospital consultant, a psychiatrist or a speech and language therapist, or from a GP who has completed the RCGP framework for an extended role in ADHD with proof of that training. A current EHCP, a Statement of special educational needs in Northern Ireland or an Individual Development Plan in Wales also counts, and the specialist is not required to recommend 25% extra time.
为什么诊断必须来自专科而不是 GP
JCQ 的口径是诊断要来自注册专科，例如临床儿科医生或医院顾问医师，普通全科医生不在其列。很多学生以为家庭医生的一封便条就足够启动申请，实际上中心很难凭这份材料说明困难的性质与对考试的影响。唯一的例外是神经发育方向的全科医生，也就是持有 ADHD 扩展角色资格的医生，而且中心要保留其受训证据。如果考生已经转介到 CAMHS 或地方 NHS 信托，而等待名单很长，转诊路径在特殊情形下可以提供支持。但这要求有确认已同意正式评估的转诊信或接收信，只写已提交转介申请并不够。特殊情形下对中心内部证据的依赖会明显增加，教师与支持人员的观察记录要写得更细。诊断之外的那部分工作，往往才是决定申请成败的部分。
JCQ expects the diagnosis to come from a registered specialist such as a clinical paediatrician or a hospital consultant, not from a GP, because a centre cannot describe the nature and exam impact of a difficulty on the strength of a short note. The one exception is a GP working in neurodevelopmental practice who holds an extended role qualification in ADHD, and the centre must keep evidence of that training. Where a candidate has been referred to CAMHS or a local NHS Trust, the referral route may support a case only with a confirmation or acceptance letter agreeing to a formal assessment.
25% 额外时间用 Form 9 证明时先试监督式休息
当需要不是学习困难，而是身体、感官或医疗原因时，25% 额外时间要先证明监督式休息已经试用并且不够用。这条要求在 Form 9 上要写清楚，包括试行的时间、场次与结果。很多学生以为直接申请额外时间更省事，实际上顺序反了会被退回。监督式休息属于中心自行决定的安排，本身不需要正式证据，但要反映常态做法。只有在监督式休息不能满足需要时，额外的作答时间才进入讨论。SENCo 的判断依据是考生在限时评估里的真实表现，而不是诊断名称本身。这也是为什么同一类诊断在不同考生身上会得到不同的安排。
Where the need arises from a physical, sensory or medical condition rather than a learning difficulty, 25% extra time first has to be justified by trialling supervised rest breaks and finding them insufficient; Form 9 must record when the breaks were trialled, in which sessions and with what result. Supervised rest breaks are a centre delegated arrangement requiring no formal evidence, although they still have to reflect the normal way of working. Only when rest breaks fail to meet the need does additional working time come into the discussion, and the SENCo judges that on timed performance rather than on the name of the diagnosis.
证据时效：26 个月与三年规则
在线批准的特殊安排会显示一个到期日，从申请处理之日起二十六个月。这与双语词典加 25% 额外时间的三年规则是两套口径：三年从考生进入英国之日算起，而不是从批准之日算起。如果三年期在某个考试系列中途结束，考生仍然可以用双语词典加 25% 额外时间完成整个系列。学习困难类的测评同样有时效要求，评估须落在相应场次之前的二十六个月内。医疗证据的规则不同，长期病症的材料没有时间上限，只要它仍然当前有效。常见的错误是把两套时效混着算，结果在系列临近时才发现批准即将到期。核对时效最稳的做法，是把批准处理日、入境日与考试首日三个日期写在同一张纸上比对。
An online approval for access arrangements shows an expiry date 26 months from the date the application was processed, which is a different measure from the three year rule for a bilingual dictionary with 25% extra time running from the candidate's entry into the United Kingdom. If that three year period ends midway through a series, the candidate may still complete the whole series with the arrangement. Assessments for learning difficulties must fall within the 26 months before the relevant series, while medical evidence for a long term condition has no age limit provided it remains current.
截止日与逾期提交的两种例外
JCQ 官网给出的六月场次截止日是修改版试卷一月三十一日与其余特殊安排三月二十一日，2027 年 6 月场次同样适用这两个日期。安排必须在考试或评估之前处理并批准，晚于截止日提交的申请可能被审查。逾期有两条通道可以走：一是截止日之后出现的临时伤病，二是既有残疾在截止日之后被诊断或表现明显加重。已批准的申请如果在六月系列之前或期间到期，而考生仍在同一资格级别学习，中心可以凭原有证据在到期后重新提交在线申请。很多学生以为截止日只是建议，实际上三月二十一日之后提交的申请不能保证在考试之前处理完。真到那时候，能做的只剩催办与等待，所以日期要提前写进学校的备考日程。
JCQ publishes two deadlines for a June series: 31 January for modified papers and 21 March for all other access arrangements, and those same dates apply to the June 2027 series. Two routes remain open for late submissions: a temporary injury or impairment arising after the deadline, and a disability diagnosed or significantly worsened after it. Where an existing approval expires before or during a June series and the candidate is studying at the same qualification level, the centre may process a new online application on the existing evidence after expiry.
材料被退回的三个原因
整理材料时最常被退回的情形有三种。测评时间早于九年级开始，或者距离考试超过二十六个月，表格就不成立。表格用错也会直接失败，学习困难必须用 Form 8，有 EHCP 或医疗、感官原因必须用 Form 9，两者不能互换。证据不成体系是第三种，科目老师、班主任与支持人员的说法彼此对不上，或者第 1 部分没有在测评之前写好。常见的错误是等到模拟考结束才开始整理，那时第 1 部分应有的教师反馈已经来不及补。比较稳的做法是从九年级起就把限时测验的表现与常态做法留档，需要时直接调取。材料准备得早的考生，在截止日之前通常只需要补一两处细节，而不是从头再来。
Three problems account for most returned materials. If the assessment predates the start of Year 9, or falls more than 26 months before the exam, the form does not stand; using the wrong form fails just as quickly, since learning difficulties require Form 8 while an EHCP or a medical or sensory need requires Form 9. The third is fragmented evidence, where the subject teacher, the form tutor and the support staff tell different stories, or Part 1 was never written before the assessment took place.
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