Abstract
Summary Pupils with special educational needs often experience some difficulty in achieving success in public examinations. Examining groups have developed policies, informed by the Joint Council for the General Certificate of Secondary Education (GCSE), to enable some pupils with difficulties to have special arrangements in examinations. Different practices adopted by examining groups, schools, support services and educational psychologists have identified a need for a more cohesive system. This article examines current practices, research initiatives and future developments in the area of special arrangements in examinations.
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