IB Exam Access Arrangements: What They Are & How to Apply

Sitting IB exams can feel daunting at the best of times. But if you have dyslexia, anxiety, a medical condition, or another challenge, the pressure can feel even greater. Many students are unsure what support they’re entitled to. They may even worry that asking for help might look like “cheating.”

Thankfully, the IB has a clear system in place to make exams fair for everyone. These are called exam access arrangements, and they include adjustments such as extra time, rest breaks, the use of laptops, or modified exam papers. They don’t give anyone an advantage. They simply remove barriers so you can show what you’ve really learned.

This guide explains what exam access arrangements are for the IB, who can apply, the types of support available, and how to go through the application process step by step.

Key Takeaways

• Exam access arrangements support IB students with learning, emotional, or physical needs.

• They can include extra time, rest breaks, laptops, enlarged print papers, and more.

• Requests must be made through your school with supporting documentation.

• Applications are submitted to the IB Organisation; schools cannot approve them independently.

What Are Exam Access Arrangements?

In IB terms, exam access arrangements refer to adjustments made to exam conditions that enable students with specific needs to demonstrate their knowledge fully. They don’t change what is being assessed, and they don’t lower the standard. They simply remove obstacles that would otherwise make it harder for some students to perform at their best.

Common examples include giving students extra time, allowing supervised rest breaks, providing laptops for typing answers, or supplying exam papers in larger print. These arrangements are always tailored to a student’s documented needs and are based on their usual way of working in class.

The IB is clear that access arrangements are about fairness, not advantage. Every student is marked against the same criteria. The arrangements just ensure that all students start the exam on level ground.

Who Can Access These Arrangements?

Not every IB student is eligible for exam access arrangements. The IB only approves them when there is clear evidence of need, and when the arrangement reflects the student’s usual way of working in class and school assessments.

You may qualify if you have:

• Specific learning difficulties such as dyslexia, ADHD, or processing speed challenges

• Physical impairments that affect writing, stamina, or movement

• Mental health challenges, such as anxiety or depression, that impact exam performance

• Sensory impairments, including visual or hearing difficulties

• Chronic or long-term medical conditions that affect focus, energy, or exam endurance

In all cases, the IB requires a documented history of support in school. For example, if you usually receive extra time or use a laptop for class tests, this forms part of the evidence your school submits.

Types of Access Arrangements Available

The IB offers a range of exam access arrangements tailored to a student’s individual needs. These are some of the most common:

Extra Time

This is the most frequently granted arrangement. The standard allowance is 25% extra time (opens in a new tab) (for example, a two-hour exam becomes two hours 30 minutes). In rare and exceptional cases, 50% additional time (opens in a new tab) may be approved if there is strong evidence. Extra time only applies to written exams, not coursework or internal assessments.

Use of a Word Processor

If handwriting is difficult because of dyslexia, a physical condition, or an injury, the IB may allow you to type your answers. This helps students produce legible work, enabling them to focus on content rather than handwriting speed.

Rest Breaks

Rest breaks are short, supervised pauses built into the exam. They are especially helpful for students with medical conditions, fatigue, or anxiety. Unlike extra time, breaks are not added to the duration of the exam itself. They allow you to stop the clock for a short while. 

Separate Room or Small Group Setting

Some students may struggle to concentrate in a large examination hall. In these cases, schools can arrange for exams to be taken in a smaller room or with fewer students. This is particularly common for students with anxiety, ADHD, or sensory sensitivities.

Modified Exam Papers

For students with visual or other sensory impairments, the IB can provide modified papers. These might include enlarged print, Braille versions, or papers printed on coloured paper. These are granted only where clearly needed and supported by documentation.

How to Apply for IB Access Arrangements

You can’t apply to the IB directly; all requests must go through your school. Here’s how the process works:

Step 1: Talk to your IB Coordinator or SENCO
Let them know about your needs as early as possible, ideally when you start the IB Diploma. They are responsible for organising exam access arrangements and will guide you through the process. 

If you’re just starting your course, you may find our IB Diploma overview helpful.

Step 2: Gather your documentation
You’ll need recent evidence, such as:

• A psychological or educational assessment (usually within the last three years) for learning difficulties

• A medical report for long-term or chronic conditions

• Records from school showing that you already use similar support in class tests

Step 3: School submits your request to the IB
Your coordinator will upload the application through the IB’s online system, IBIS.

Step 4: IB reviews your case
The IB makes the final decision, not your school. The review usually takes a few weeks.

Step 5: Arrangements are put in place
If approved, the arrangements will apply to all your final written exams. Your school will organise the practical details, such as separate rooms or modified papers.

Deadlines:

• 15 November for the May exam session

• 15 May for the November exam session
  Most schools set earlier internal deadlines to allow time for evidence gathering, so it’s best to start the process as soon as you can.

Common Misunderstandings About Access Arrangements

There are several myths surrounding exam access arrangements in the IB. Here are some of the most common - and the reasons why they’re incorrect:

“It’s cheating.”
False. Access arrangements don’t lower the standard or change what’s being assessed. They simply remove barriers so students with additional needs can show what they know. Everyone is marked against the same criteria.

“You can only get them if you have a severe disability.”
Not true. Many students with less visible needs, such as dyslexia, ADHD, anxiety, or chronic health conditions, qualify for arrangements if there is evidence of impact on learning.

“If I didn’t get support at GCSE, I can’t get it for IB.”
Not necessarily true. While the IB does want to see a history of support, new diagnoses or changing circumstances can mean that students become eligible during the IB. The key is having clear documentation and showing that the arrangement reflects your usual way of working.

Frequently Asked Questions

Who decides if I get access arrangements for the IB?

Your school cannot grant them on its own. All requests must be submitted by your IB Coordinator (or SENCO) to the IB Organisation, which makes the final decision.

What kind of documentation do I need?

It depends on your needs, but common evidence includes:

• A recent psychological or educational assessment (for learning difficulties)

• A medical report from a doctor or specialist (for long-term conditions)

• School records showing that you already use similar support in class or tests

When is the deadline to apply for arrangements?

The official IB deadlines are 15 November for May exams and 15 May for November exams. Your school may set earlier internal deadlines, so talk to your coordinator as soon as possible.

Moving Forward with Confidence

Asking for exam access arrangements is not a weakness. It’s a responsible step to ensure your results accurately reflect your true ability, not the barriers you face. The earlier you talk to your IB Coordinator, the smoother the process will be. They’re the experts, and they understand the whole process. They’re there to help you navigate it all.

Remember: these arrangements don’t give you an advantage; they level the playing field. With the right support in place, you can approach your exams with confidence, knowing you have the tools you need to perform at your best.

For full details, you can also check the IB’s official Access and Inclusion Policy (opens in a new tab). And for further guidance on preparing effectively, check out our IB resources and IB study guides.

References:

• Inclusive education in the IB (opens in a new tab)

• IB Access and inclusion policy (opens in a new tab)