The Examination Trapeze: Balancing Fairness and Neurodiversity in University Testing
On Sunday, the drama unfolds as students across the nation sharpen their pencils (or perhaps, their digital tablets) for the nerve-wracking autumn university exams. Amongst the 62,000 eager souls is Uppsala’s Hannah Fernberg. Now, this isn’t your average job interview; this is the entrance exam for nursing, and let’s be honest, the stakes are higher than a trampoline in a circus tent!
Hannah’s Hurdles
Hannah currently works as an assistant nurse and aspires to officially join the ranks of the nursing profession. One would think that a person keen on saving lives would have less to worry about, but hold that thought! Hannah is feeling the intense squeeze of exam-related anxiety, especially since she’s been diagnosed with ADHD. In her own words, she’s battling a “stress in case I make it in time,” which, let’s face it, sounds like a plot twist in a thriller film!
Now, when it comes to taking the test, the clock isn’t just ticking; it’s practically screaming! All parts of the exam must fit snugly within the allotted time, or you’ll find yourself crashing down faster than a poorly timed trapeze act. With her ADHD diagnosis, Hannah has come to a powerful realization: “Adaptations are crucial!” Who knew that time management could be the essence of life, especially in a high-stakes environment like a university entrance exam?
The Great Time Dilemma
Enter the University and Higher Education Council (UHR), the gatekeepers of academic fairness who have decided that only those with dyslexia and visual impairments deserve the luxury of extended examination time. It’s almost as if they’ve been mysteriously guided by an ancient scroll that says, “Thou shalt not differentiate! Let chaos reign!”
Now, don’t get me wrong; we all want to treat everyone equally. But when even high school students with neuropsychiatric disabilities like ADHD can enjoy a bit more time in exams, why is that same courtesy yanked away at the college level? It’s like being told you can spot a zebra in the wild but then having the film pulled out during the climax. It just doesn’t add up!
Åke Lernefalk, the press officer at UHR, proclaims that ensuring equal treatment necessitates “a collective assessment.” Hello! Perhaps a collective rethink is also on the cards? What kind of assessment are we talking about here when we exclude a significant chunk of neurodiverse students from adaptations that could level the playing field?
Conclusion: The Need for Change
It’s high time we broadened our definitions of fairness. If a bit of extra time could unleash the potential of students like Hannah, shouldn’t we at least consider that? Or are we happy to keep the exam bubble wrapped in outdated notions of equality while our neurodiverse friends grapple with unfair hurdles?
In the clip: Hannah Fernberg gives us insight into the anxious whirlwind of exam day for those with ADHD and how just a little extra time could make a world of difference.
So, let’s challenge the status quo and push for a future where every student has a fair shot at success, regardless of the wiring of their brains. Who’s with me?
