AAC Exams Access

Preparing students who use Augmentative and Alternative Communication (AAC) for formal testing and exams can be a complex process. Fortunately, there is a dedicated resource designed to guide you through it: AAC Exam Access.

History of the AAC Exams Access 

It began in 2018 after conversations at a meeting during the Communication Matters International AAC Conference which highlighted a need for clearer guidance to support AAC users during formal assessments. Professionals across the sector recognised that learners who use AAC often require tailored adjustments, but consistent information about what was possible or permitted was difficult to find.

From there an AAC Exams Access Group was formed and has grown into a UK wide network of practitioners with direct experience supporting AAC users of all ages through tests and exams. A small core team meets twice a year, supported by a wider interest group who share best practice, develop national guidance, and explore real case studies from schools and services. Over time, the group has expanded to include members from Wales and Scotland, reflecting the growing demand for consistency across the UK.

Learners who use AAC usually need personalised support to access exams independently. These adjustments cannot be one size fits all; they must reflect the student’s individual needs and their usual method of communication and working. Because this can be complex, the group works to create practical, up to date guidance covering a wide range of qualifications, including Key Stage 1 and 2 SATs, GCSEs, BTECs, Functional Skills, T-Levels and A-Levels. All guidance is reviewed each year to stay in line with JCQ regulations and the latest exam board updates, helping teachers and professionals feel confident when advocating for appropriate arrangements.

AAC Exams Access Website

In 2025, a team of practitioners within the Exams Access Group launched a dedicated website, AAC Exams Access to bring together information on access arrangements in one place.

One of the key parts of the site is the Guidance and Support section providing signposts to organisations offering advice and support, including Communication Matters, Ace Centre, CALL Scotland and CandLE as well as links to access arrangements teams for different exam boards.

This section also highlights AAC suppliers who offer independent hardware and software support, which can be useful when considering how a device or communication system may be used during standardised tests. Members of the website’s forum are encouraged to share information to add to this bank of charities or organisations providing free and relevant support.

Visitors to the Guidance and Support section will also find links to the JCQ Access Arrangements and Reasonable Adjustments document and the Scottish Qualifications Authority (SQA) guidance, which provide the most current information on what adjustments can be considered.

The team also created a Resources section containing documents created by the AAC Exams Access Group. The main resource is an easy read summary of the latest JCQ guidance, highlighting any changes to access arrangements for the new academic year. This is a good place to check first when preparing for upcoming assessments.

The website is also intended to help build a community of good practice. It includes case studies of learners who use AAC and have successfully accessed exams, offering practical examples of strategies and accommodations that have worked. The forum gives anyone supporting an AAC user the opportunity to ask questions, share experiences and seek support from others facing similar challenges.

Want to learn more? It’s free to register and explore the website aac.examsaccess.group.

Don’t hesitate to join the forum and ask questions, you’re likely to find someone who’s in the same situation or has already been through the journey you’re on!

Written by Katy Leckenby, Partnerships and Consultancy Manager at Ace Centre and a teacher with 17 years classroom experience. She specialises in supporting individuals with complex communication and access to technology needs. Katy holds an MA in Inclusive Education with a specialism is Assistive Technology. Katy works closely with clients to provide tailored solutions that enhance communication or curriculum access. She is also the co-author of AAC and Aided Language in the Classroom.