Perceived fairness of exam accommodations for students with special educational needs

Implementing an inclusive school means that teachers should use exam accommodations to foster the participation of students with Special Educational Needs (SEN). However, due to the emphasis on merit in most school systems, this practice can create a dilemma between equality and equity that can notably influence teachers’ perceived fairness of such accommodations. Three studies conducted in the French context with teachers, students and members of the public (i.e. convenience samples, N = 1,525) examined this dilemma. Results indicate a differentiated perception of accommodations in terms of fairness, but also comparability. Moreover, the more teachers believed assessment should support student learning, the more they perceived exam accommodations as facilitating comparisons of students’ performance, and the fairer they perceived accommodations. These findings highlight a recurrent equality – equity tension in assessment and suggest that accommodations intended to promote equity may be viewed as less fair when they are perceived to undermine comparability.