Students with special needs encounter significant obstacles during exams, as their assigned scribes often lack fundamental subject knowledge. Despite guidelines mandating scribes to possess qualifications one step below those of the candidates, many struggle to comprehend the subject matter. This deficiency not only jeopardizes the students’ performance but also undermines the importance of public examinations. The situation is exacerbated by the advanced age of many scribes, hindering their ability to transcribe quickly.
Moreover, linguistic disparities further compound the issue, resulting in inaccurate answers and potential loss of marks. Individuals with autism face additional challenges, requiring familiarity with their scribes to optimize exam performance. While guidelines stipulate the maintenance of a scribe pool, the quality of scribes remains a concern, with students unfairly penalized for misinterpretations.
Particularly in technical subjects like accountancy or mathematics, where students employ unique methods, the mismatch between scribe qualifications and subject requirements exacerbates the students’ plight. Urgent intervention from educational authorities is imperative to address these systemic shortcomings and ensure equitable access to education for all students, regardless of their abilities.