Taking into Account Circumstances That Adversely Affect Test Performance in the Matriculation Examination
Approved 15.12.2023, published 6.2.2024
These regulations and instructions on how circumstances that adversely affect test performance are taken into account in the Matriculation Examination contain text based on the Act on General Upper Secondary Education, the Act on the Matriculation Examination, and the general regulations and guidelines of the Board.
The section references in the text refer to the Act on General Upper Secondary Education (714/2018), the Act on the Matriculation Examination (502/2019), the Non-Discrimination Act (1325/2014) and the Administrative Procedure Act (434/2003), unless otherwise stated. These regulations and guidelines shall apply for the first time in the Autumn 2024 examination.
1 General principals
A candidate may, due to illness, injury, dyslexia, second-language background, or another comparable reason, take the matriculation examination tests under special arrangements (Act on the Matriculation Examination 502/2019, section 9(1)). The above-mentioned reasons do not automatically justify special arrangements; instead, the reason must prevent the candidate from taking the test in the same manner as other candidates.
The purpose of special arrangements is to ensure that candidates have reasonable and equitable opportunities to take the tests. The content of special arrangements is determined on a case-by-case basis, according to the nature of the reasons and the degree of difficulty they cause. The need for support identified during general upper secondary school studies or other studies, as well as the support measures implemented, constitute one basis for assessing the need for special arrangements. Other grounds may also be used when granting special arrangements.
With regard to candidates with disabilities, special arrangements complement section 15 of the Non-Discrimination Act (1325/2014), according to which the education provider must make appropriate and, in each situation, necessary reasonable accommodations to ensure that a person with a disability can access education on an equal basis with others.
If a candidate’s test performance has been adversely affected by illness, disability or another comparable particularly compelling reason, and special arrangements cannot be considered sufficient to ensure that the candidate has equal conditions for taking the test in comparison with other candidates, the Matriculation Examination Board may take this into account in the assessment (Act 502/2019, section 18(3)). The purpose is to safeguard the position of candidates who, for the reasons mentioned above, are in a weaker position than other candidates when taking the test.
However, exceptional assessment is used sparingly, as it constitutes an exception to the principle of equal treatment of candidates. Exceptional assessment is applied only if special arrangements cannot be considered sufficient to ensure equal opportunities to take the test, regardless of whether special arrangements have been applied for or used. Exceptional assessment does not adversely affect the assessment or grades of other candidates.
The Matriculation Examination Board decides on the use of special arrangements and on taking circumstances that adversely affect test performance into account in the assessment based on an application submitted by the candidate or the candidate’s guardian. In a sudden and unforeseeable situation, the principal may also decide on the use of special arrangements (Act 502/2019, section 9(2)).
2 Arrangements that do not require a separate application or decision
At the time of enrolment for the examination, the candidate must ensure that the general upper secondary school at which they enrol for the examination is aware of any special arrangements previously granted to them.
Without a separate authorisation from the Board, the candidate may, where necessary, have access to the following during the test:
- prescription and over-the-counter medicines
- equipment necessary for the treatment of an illness
- customary assistive devices required due to a disability
- a magnifying glass, additional lighting, or a coloured ruler or overlay
- earplugs or hearing protectors
Any equipment and medicines brought by the candidate are checked before the test begins. Wireless electronic devices may be brought into the exam room only on the basis of a medical certificate. The candidate must inform the principal in advance of the functionalities and intended use of such devices, enabling invigilators to supervise their use.
The candidate may take breaks according to their own schedule. They may move about and stretch during normal toilet breaks, provided that this does not disturb other candidates or hinder invigilation and test arrangements. Medical procedures related to illness or the maintenance of assistive devices may also be scheduled during customary rest, meal or toilet breaks.
Candidates may use the software provided in the test system. The software’s annotation tools and display settings may facilitate the perception of texts and materials and reduce strain caused by reading. Without a decision on special arrangements, candidates may enlarge the font size on the screen in the usual manner. An invigilator may instruct a candidate to reduce the font size of answer fields, model images or other markings if the candidate’s responses are visible to other candidates.
Colour vision deficiency does not, as a rule, require special arrangements. The task instructions and materials included in the Matriculation Examination are reviewed to ensure that they are clear and distinguishable also for candidates with the most common types of colour vision deficiency. Elements marked by colour are generally distinguishable also based on differences in brightness or other perceptible features. Candidates may themselves process materials and adjust their colour tones using the software provided in the test system.
When preparing the seating arrangement in the exam room, any special arrangements required by a candidate may be taken into account.
However, the general upper secondary school decides on the seating of candidates. Any special arrangements required by a candidate (for example, a toilet pass) may also be taken into account when arranging toilet breaks.
If the Social Insurance Institution of Finland (Kela) has granted a candidate the right to interpreting services for persons with a hearing impairment, combined hearing and visual impairment, or speech impairment, the candidate may use an interpreter without a separate decision on special arrangements at the beginning and end of the matriculation examination tests. During the tests, the interpreter may be available, enabling the candidate requiring interpretation to communicate with the invigilator during the test or if the test is interrupted, and to receive the same procedural instructions as other candidates. Interpretation does not apply to the content of tasks or answers. The interpreter must not be disqualified under the grounds for disqualification laid down in section 28 of the Administrative Procedure Act (434/2003).
3 Applications for taking circumstances that adversely affect test performance into account in the Matriculation Examination
An application for taking circumstances that adversely affect test performance into account in the Matriculation Examination shall be submitted in writing to the Matriculation Examination Board. Circumstances that may be taken into account include illness or disability, an exceptionally difficult life situation, dyslexia, or insufficient command of the language of instruction in the case of a second-language candidate. The application must be submitted no later than when the candidate enrols for the matriculation examination for the first time. An application may also be submitted while the candidate is completing the examination over more than one examination round, if the need is identified after the examination has begun.
If the application includes a request for special arrangements, it must include the candidate’s personal study plan, or those parts of the plan in which support measures in test situations have been recorded in accordance with section 28(2) of the Act on General Upper Secondary Education (714/2018), or other documentation describing the support measures applied for.
The need for support identified during general upper secondary school studies or other studies, as well as the support measures implemented, constitute a key basis for assessing the need for special arrangements. If the candidate has not received support measures, the supporting statement in the application must specify how the circumstances that adversely affect test performance impact the candidate’s performance in the matriculation examination and why special arrangements are necessary to ensure a reasonable and equitable position.
If the application requests special arrangements other than those listed in these regulations, the application and the statements attached to it must explain why the specific special arrangement requested is necessary to ensure a reasonable and equitable position.
In addition, the application must include a statement from the general upper secondary school on the need for the special arrangements, their functionality and their reasonableness. If the candidate has had the opportunity to use special arrangements during their studies, the statement must indicate whether the candidate has used these arrangements and whether they have been necessary. Other required attachments to the application are described in more detail in the diagram below and in Chapter 5, Circumstances that adversely affect test performance taken into account in the matriculation examination.
Diagram: Components of an application for taking circumstances that adversely affect test performance into account in the matriculation examination.
Before applying to the Board for special arrangements and obtaining the necessary attachments, the candidate is advised to discuss the required special arrangements and their implementation with the principal of the general upper secondary school. If the candidate has an illness or disability, a difficult life situation, or dyslexia, the candidate may also apply solely for circumstances that adversely affect test performance to be taken into account in the assessment. An application to take circumstances into account in the assessment is submitted using the same form as for special arrangements.
The application must be submitted to the Board no later than:
- 30 November for the spring examination
- 30 April for the autumn examination.
Applications submitted after the application deadline will be processed; however, the requested special arrangements may not necessarily be implemented in the examination round in question. An exception applies to needs for special arrangements that arise suddenly after the above-mentioned dates (see also 3.2 Special arrangements in cases of sudden illness).
In order to expedite decision-making, the Board requests that the application is submitted using the Board’s designated application form that is valid at the time of submission.
The Matriculation Examination Board recommends that the candidate or the candidate’s guardian submit the application together with the general upper secondary school via the service intended for schools. If the service cannot be used, the application form can be printed from the Board’s website.
To ensure consistency and comparability in the assessment of applications and to safeguard the legal protection and interests of candidates, it is essential that all requested information is included in the application. The Board does not return statements submitted to it.
The Board sends its decision to the candidate and, for information, to the general upper secondary school. After the appeal period has expired, the decision issued by the Board is binding on the Board and the general upper secondary schools and may be deviated from only with the candidate’s consent. If the decision has not been received approximately two weeks before the start of the matriculation examination tests, the person concerned should contact the Board to verify the matter.
If the candidate withdraws their application, the withdrawal must be notified to the Board in writing. No decision is issued for applications that concern only taking circumstances into account in the assessment. Any circumstances taken into account in the assessment will be shown in the examination results at the time of publication. The period of validity of a decision on special arrangements is assessed on a case-by-case basis; however, a decision is valid for a maximum of six years. The Matriculation Examination Board retains applications in its systems for six years, after which they are destroyed.
3.1 Applications from candidates who have completed the Matriculation Examination and from candidates who are not general upper secondary school students
If there is a need for special arrangements for the examinations after the validity of a previous decision has expired, a new application must be submitted. Applications are submitted through the general upper secondary school. Previous statements may be attached to the application if there has been no change in the circumstances. If no previous statement exists, if it is not available, or if the circumstances have changed, a new statement must be attached to the application. A general upper secondary school is not obliged to prepare a new statement for candidates other than its own students. If necessary, a new statement may be obtained from a private service provider. When special arrangements are requested on the grounds of a foreign‑language candidate’s insufficient command of the language of instruction, new statements are always required.
3.2 Special arrangements in a sudden and unforeseeable situation
If a sudden or unforeseeable situation affects the completion of the matriculation examination, the candidate or their guardian must contact the principal of the general upper secondary school immediately. If the candidate has remaining examination rounds for completing the matriculation examination or opportunities to resit tests, it must be assessed whether it is in the candidate’s best interest to apply for an annulment of the enrolment, for example on the basis of a medical certificate, or to sit the test with special arrangements.
If a sudden and unforeseeable situation arises during a test, the invigilator will clarify the situation together with the candidate. In acute emergencies, the emergency response centre is contacted. In other cases of illness, advice may be sought from health care services if necessary.
On examination days, the Board provides general upper secondary schools with a service phone number through which the principal or the invigilator can contact the Board immediately to assess sudden and unforeseeable situations. This procedure ensures that the school receives sufficient guidance on any urgent special arrangements that may be required.
The Board may also make decisions on special arrangements during an examination day. The principal may decide on special arrangements only in such sudden and unforeseeable situations in which there is not enough time to submit an application concerning special arrangements to the Matriculation Examination Board. In such cases, a special arrangement is granted for one examination day at a time only. If the principal makes a decision on special arrangements, the decision must be communicated to the Board for information.
In sudden and unforeseeable situations, the principal may decide that the candidate sits the test in a separate small‑group room or in an individual room, or that the candidate is given the opportunity to use a room intended for rest. The principal assesses whether the arrangement is reasonable and feasible to implement and whether it is justified in the specific sudden and unforeseeable situation. The information is recorded in the test record.
Additional time and special arrangements other than those relating to the candidate’s placement require careful consideration to ensure that the seriousness of the candidate’s situation is taken into account, that the arrangements are reasonable for the school and feasible to implement, and that the decision does not jeopardise the equal treatment of all candidates in the examination. On the basis of an overall assessment carried out together with the Board’s telephone service, the options include, for example, a decision by the principal for the examination day in question, a decision by the Board for the remaining test days, or another solution. A decision on special arrangements is made conditionally if a medical certificate or other clarifications concerning the sudden and unforeseeable situation are required after the test.
If the Board has granted a conditional special arrangement, for example in anticipation of a seizure or another acute episode, the principal or the invigilator responsible for the exam room assesses the need for the special arrangement in the test situation. Information on the implementation of the special arrangement is recorded in the test record. A sudden and unforeseeable situation may, upon application, be taken into account in the assessment as provided in Chapter 6, Taking into account circumstances that adversely affect test performance in the matriculation examination. Applications must be submitted to the Matriculation Examination Board immediately, and no later than two weeks after the last test day of the examination round, if the applications concern illness or other sudden and unforeseeable situations occurring on a test day and are to be taken into account in the assessment.
4 Special arrangements during the test
Special arrangements may be granted to a candidate in the form of appropriate and reasonable accommodations as required by the circumstances, in order to enable the candidate to complete the matriculation examination on an equal basis with others. When granting special arrangements, it is ensured that they can be implemented in a reasonably practicable manner in all general upper secondary schools and that they do not compromise test confidentiality or the information security of test performances.
Below (4.1–4.8), the main special arrangements are listed. These may be granted where the application and its attachments demonstrate sufficient grounds. The Board may also, by decision, grant other reasonable and appropriate special arrangements on a case‑by‑case basis, taking into account the nature of the circumstances and the degree of difficulty they cause.
4.1 Additional time for completing a test
The tests of the matriculation examination are generally designed to be completed within the allotted time.
The matriculation examination is a set of maturity tests that also require candidates to be able to manage their time. The assessment criteria (the final characteristics of a good answer) also take aspects related to time management into account at a general level.
As a special arrangement, a candidate may be granted additional time for completing a test. The purpose of additional time is to ensure sufficient time for candidates whose test performance is significantly slower than usual due to a reason adversely affecting performance, as demonstrated in the application, or who require significant breaks to complete the test.
The breaks required by the candidate may be rest breaks or additional time for medical treatment during the test. The reason adversely affecting test performance and the grounds for additional time must be clearly stated in the application for special arrangements submitted to the Board. Additional time may be granted for up to two hours. Granting shorter additional times of varying lengths would disproportionately complicate invigilation and cause disruption to the test situation. Longer additional times are, as a rule, problematic in terms of the candidate’s stamina and are not reasonable or practicable to implement in different general upper secondary schools. The additional time granted is always of the same duration, even if the candidate has more than one reason adversely affecting test performance on the basis of which additional time may be requested.
Additional time may also be granted conditionally. In such cases, the candidate typically has an illness that does not normally require additional time but may expose the candidate to an acute episode. If such an episode occurs (an unforeseeable situation in the treatment of the illness), the candidate may exceed the writing time by up to two hours.
The principal or the invigilator assesses the need for the special arrangement in the test situation. Information on the implementation of the special arrangement is recorded in the test record.
4.2 Separate small group room
As a special arrangement, a candidate may be granted the right to sit the examination tests in a separate small‑group room, in which no more than eight candidates sit the test. The principal may also place other candidates in the room in addition to those who have been granted a special arrangement for a small‑group room. The maximum number of candidates may be exceeded with the consent of the candidates who have been granted a special arrangement for a small‑group room. The separate small‑group room must be arranged in a manner that is reasonable and practicable for both the general upper secondary school and the candidates. A separate small‑group room may also be arranged within the main exam room, for example by using screens. The school must provide invigilation in the separate room. When a candidate with a hearing impairment sits the test in a separate room, the room must be as quiet as possible in order to provide suitable listening conditions.
In exceptional cases, a candidate may be granted the right to sit the test alone in a separate individual room. Such an exceptional situation arises if a separate small‑group room is not sufficient and the candidate has particularly compelling health‑related grounds, or if the candidate’s test performance may disrupt other candidates.
4.3 Room intended for rest
As a special arrangement, a candidate may be granted the right to use a separate room intended for rest. The candidate must not answer test questions or make notes while in the room. This special arrangement is intended for candidates who are able to sit the test in the main exam room. The room intended for rest may also be arranged within the main exam room, for example by using screens. The general upper secondary school must provide invigilation in the room to ensure that candidates are not able to communicate with one another while there. The person supervising the room intended for rest is not required to meet the invigilator requirements concerning the management of the test system as defined in the Board’s General Regulations and Guidelines.
4.4 Right to enlarge font size or to use a larger display
As a special arrangement, a candidate may be granted
- the right to enlarge the font size, if the standard enlargement is not sufficient
- the right to use a display that is larger than the maximum size specified in the guidelines concerning the candidate’s computer (see General Regulations and Guidelines, Appendix 2)
- both of the above
The application must state why the standard font enlargement is not sufficient for the candidate.
The chapter Candidate’s computer and additional equipment of the Board’s General Regulations and Guidelines also applies to displays.
If a candidate has been granted the right to enlarge the font size, the invigilator may not require the candidate to reduce the font size of answer windows, model images or other markings. The general upper secondary school must place candidates using these special arrangements, for example in the back row of the exam room, in such a way that their answers are not visible to other candidates.
4.5.1 Assistive devices for visually impaired candidates and the standard test
As a special arrangement, a candidate may be granted the right to take the standard test using assistive devices for visually impaired candidates.
In such cases, the candidate completes the test on their own computer, using the assistive devices and software they require. The candidate completes the test on their own computer using the computer’s native operating system. In addition to screen-reading software, the computer may include other assistive devices required by the candidate. A Braille display may also be connected to the computer. The computer must not contain any materials that could facilitate the test performance, nor may it be connected to the internet. The application for special arrangements must list the assistive software to be used in the test.
When enrolling for the examination, a candidate who has been granted a decision on special arrangements enrols for the standard test.
4.5.2 Assistive devices for visually impaired candidates and the special arrangement test
As a special arrangement, a candidate may be granted the right to take a special arrangement test using assistive devices for visually impaired candidates. The structure, number of tasks, and scoring of the test may differ from those specified in the Board’s test-specific regulations; however, the maximum score of the test and the score thresholds for grades are the same as in the test in the same subject taken by other candidates. The test is designed to enable even a candidate with severe visual impairment to respond to the test and achieve the highest grade.
The candidate completes the test on their own computer using the computer’s native operating system. In addition to screen-reading software, the computer may include other assistive devices required by the candidate. A Braille display may also be connected to the computer. The computer must not contain any materials that could facilitate the test performance, nor may it be connected to the internet. The application for special arrangements must list the assistive software to be used in the test.
When enrolling for the examination, a candidate who has been granted a decision on special arrangements enrols for the special arrangement test. Enrolment for the special arrangement test is binding. When ordering examination materials, the general upper secondary school must report the number of candidates who will take the test based on a decision on special arrangements.
4.6 Test with restricted audio materials
As a special arrangement, a candidate with a hearing impairment may be granted the right to take a test with restricted audio materials. The structure, number of tasks, and assessment of the test may differ from those specified in the Board’s test-specific regulations; however, the maximum score of the test and the score thresholds for grades are the same as in the test in the same subject taken by other candidates. This may be implemented, for example, by removing listening comprehension tasks, in which case the score is calculated using the following formula:
maximum score of the standard test × (the candidate’s score from the other parts of the test / the maximum score of the other parts of the test)
The test is designed to enable even a candidate with a severe hearing impairment to respond to the test and achieve the highest grade.
When enrolling for the examination, a candidate who has been granted a decision on special arrangements enrols for the test with restricted audio materials. Enrolment for the test with restricted audio materials is binding. When ordering examination materials, the general upper secondary school must report the number of candidates who will take the test as specified in their decision on special arrangements.
4.7 Use of an assistant
As a special arrangement, a candidate may be granted the right to use an assistant in the matriculation examination tests. The use of an assistant requires that the candidate is unable to take the examination tests without assistance.
There are two types of assistants:
- The assistant supports the candidate’s performance in the test situation, for example by assisting with the use of aids other than those used to complete the test or by accompanying the candidate to the toilet. The assistant does not assist the candidate in completing the test.
- The assistant assists the candidate in completing the test at the candidate’s request. The assistant may enter the candidate’s stated answers into the test system; however, the candidate remains responsible for the content of the answers. The assistant must not independently contribute to the formulation of answers. The assistant may read the test tasks and related materials aloud and describe necessary details. The assistant may use the equipment required to complete the test. Test sessions involving this type of assistant are organised in a separate individual room and are audio- or video-recorded. The recordings are submitted to the Board after the examination.
The application must specify which type of assistant is being applied for.
An assistant may not simultaneously act as an invigilator.
The person providing assistance in the test session must not be disqualified under the grounds for disqualification set out in section 28 of the Administrative Procedure Act (434/2003). A person is disqualified if they are the candidate’s spouse, child, grandchild, sibling, parent, grandparent, or otherwise a particularly close person, as well as the spouse of such a person; a parent’s sibling and their spouse, a sibling’s child, a former spouse, and a person in a corresponding familial relationship, including half-relatives. A spouse refers to a married spouse as well as persons living together in a marriage-like relationship. A person is also disqualified if they live in the same household as the candidate. It is the principal’s duty to ensure that the assistant or interpreter is not disqualified.
4.7.1 Assisted printing and scanning
In situations where health-related grounds are particularly compelling and other special arrangements are not sufficient, a candidate may be granted the right to assisted printing and scanning in the test. For example, a severe neurological illness or disability that prevents the candidate from taking the matriculation examination test on a computer may constitute such particularly compelling grounds. The candidate must attach to the application a medical certificate stating that it is not possible to complete the test using a computer. The application and the accompanying statements must indicate which special arrangements have been used and why other special arrangements are not sufficient.
In assisted printing and scanning, the assistant acts in the role of an assistant referred to above under role 2. In assisted printing and scanning, the assistant prints, on a separate assistant’s computer, the task tab, the materials tab, and any separate materials that can be printed. During the test, the assistant may also, at the candidate’s request, print necessary items from the test (e.g. enlargements or specific details).
During the test, the candidate may communicate their answers to the assistant orally, by marking them on the printouts, or by writing them on draft paper. The assistant enters or writes the answers in the space reserved for answers in the test, or, in tasks requiring the production of text, writes the answer or scans the answer written on draft paper and attaches it as an image to the answer field.
4.8 Adjustable working position
A candidate may be granted the use of an adjustable desk and chair in the test on the grounds of illness or disability. The purpose of this arrangement is to ensure that the candidate is able to complete the test. However, the general upper secondary school decides on the furniture used in the exam room. The arrangement must be taken into account when preparing the seating plan.
The application must indicate which special arrangements have been used and why other special arrangements are not sufficient.
5.1 Illness and disability
For an illness or disability to be taken into account in the matriculation examination, the candidate or their guardian must obtain a statement on the illness or disability from a physician, psychologist, public health nurse or nurse, as well as any other attachments required to clarify the situation. Information obtained from MyKanta may also be used in place of a statement. Statements from, for example, the principal and a special needs teacher may also be used to supplement the information on the candidate’s situation. The statements must indicate the circumstance that adversely affects test performance and its effects on completing the tests.
On the grounds of illness or disability, a candidate may be granted special arrangements for completing the matriculation examination tests. Special arrangements may also be granted on the basis of needs arising from pregnancy.
Special arrangements may also be granted on a conditional basis, for example if a candidate has an illness that does not normally require special arrangements but may expose the candidate to an acute episode.
The Matriculation Examination Board classifies the impact of an illness or disability on test performance on a four-point scale: no impact, some impact, significant impact, and very significant impact. This classification affects how the illness or disability is taken into account in assessment (see Chapter 6, Taking into account circumstances that adversely affect test performance in the matriculation examination).
5.1.1 Hearing impairment
An application for taking a hearing impairment into account in the Matriculation Examination must include a statement from a specialist physician in audiology, phoniatrics, or ear, nose and throat diseases (otorhinolaryngology). The statement must be accompanied by a pure-speech audiogram and speech audiometry results. The medical statement must indicate the diagnosis and the physician’s field of specialisation.
A candidate with a hearing impairment may, without a decision on special arrangements, use their own hearing aid that operates via a wireless connection, in accordance with the principles described in Chapter 2. If a candidate with a hearing impairment is unable to cope with tasks requiring hearing, they may apply, as a special arrangement, for a test with restricted audio materials. Special arrangements may be applied for already at an early stage of general upper secondary studies.
5.1.2 Visual impairment
An application for taking a visual impairment into account in the Matriculation Examination must include a medical statement concerning the visual impairment.
If a candidate with a visual impairment is unable to use the test system’s software to complete the standard test, they may apply for special arrangements for visually impaired candidates and list the assistive software they require.
If a candidate with a visual impairment is unable to cope with tasks requiring vision, they may apply, in addition to special arrangements for visually impaired candidates, for a special arrangement test. Applications for special arrangements may be submitted already at an early stage of general upper secondary studies.
5.2 Dyslexia
For dyslexia to be taken into account in the Matriculation Examination, the candidate must obtain a relevant statement. A statement on dyslexia and its severity may be issued by a special education teacher with expertise in the matter, a psychologist, or a speech and language therapist. In this context, a special education teacher refers to a person who meets the qualification requirements laid down in section 11a of the Government Decree on the Qualification Requirements for Teaching Staff (986/1998), or a person appointed to perform the duties in question at the general upper secondary school on the basis of an exemption granted under section 23 of the same Decree or section 57 of the Act on General Upper Secondary Education (714/2018). In this context, a psychologist refers to a psychologist working in an educational institution, as referred to in the Student Welfare Act (1287/2013).
The statement must also include statements from teachers of at least two different subject groups regarding the candidate’s performance. The Board recommends that, in addition to the teacher of the mother tongue and literature, a statement be provided by a language teacher, a teacher of the humanities and natural sciences, or a mathematics teacher, depending on the subjects covered by the application for special arrangements.
Dyslexia can be assessed through testing.
In order to safeguard the candidate’s legal protection, only tests developed for nationwide testing of pupils in grades 7–9 of comprehensive school and students in general upper secondary education may be used. The tests must be reliably norm-referenced. For candidates whose first language is not Finnish or Swedish, tests in the language of the examination are applied, and the statement on dyslexia must provide an overall assessment of the candidate’s situation.
In addition to test results, the preparation of the statement must draw on the candidate’s upper secondary school test answers and other performances in the humanities and natural sciences, or in mother tongue and literature, as well as in a foreign language. The impact assessment made by the author of the statement is based on an overall evaluation of test results, teachers’ statements and other observations. The impact of dyslexia in the matriculation examination is classified on a four-point scale: no impact, some impact, significant impact, and very significant impact. The classification affects both the special arrangements granted and the way dyslexia is taken into account in assessment (see Chapter 6, Taking into account circumstances that adversely affect test performance in the Matriculation Examination).
On the basis of dyslexia, a candidate may be granted special arrangements for completing the matriculation examination tests. If dyslexia affects test performance
- to some extent, the candidate may be granted the right to enlarge the font size and the right to a larger display
- significantly, the candidate may, in addition to the above, be granted extra time to complete the test
- to a very significant extent, the candidate may, in addition to the above, be granted the right to a separate small-group room.
5.3 Particularly difficult life situation
For a particularly difficult life situation to be taken into account in the matriculation examination, the candidate must obtain a statement addressing the matter. A particularly difficult life situation may result, for example, from a serious illness or the death of a close family member, a difficult family situation, or a demanding legal process.
The statement may be issued, for example, by a school social worker, a psychologist, a public health nurse, or a physician. Granting special arrangements does not require a medical diagnosis; however, such a statement may be used in assessing the need for special arrangements.
Statements by the principal and the special education teacher may also be used to supplement the statements mentioned above.
A candidate suffering from a particularly difficult life situation may be granted special arrangements for taking the matriculation examination tests. The Matriculation Examination Board classifies the impact of a difficult life situation on test performance on a four-level scale: no impact, some impact, significant impact, and very significant impact. The classification affects how the particularly difficult life situation is taken into account in assessment (see Chapter 6, Taking into account circumstances that adversely affect test performance in the matriculation examination).
5.4 Insufficient command of the language of instruction by a candidate with a foreign-language background
Upon application, a candidate with a foreign-language background who has deficiencies in their command of the language of instruction may be granted, as a special arrangement, two hours of additional time in tests other than foreign language tests. In certain circumstances, a situation comparable to having a foreign-language background is considered to exist where the candidate has deficiencies in their command of the language of the examination, for example if a Swedish-speaking candidate completes the Matriculation Examination in Finnish (or vice versa). Such circumstances may include, for example, the candidate’s municipality of residence or the fact that the general upper secondary school has a special educational mission.
It is advisable to submit the application before the start of the examination, but only once the candidate has experience of completing general upper secondary school studies and the statement providers have sufficient information about the candidate’s language proficiency.
The application must indicate the mother tongue recorded in the Population Information System, the languages used at home, and schooling, studies, or employment in Finnish or Swedish up to the estimated start date of the examination. If the candidate has attended a school where instruction is provided in a foreign language, the period considered as schooling in Finnish is, however, the time during which the student has participated in instruction in Finnish language and literature or Finnish as a second language and literature, and the period considered as schooling in Swedish is the time during which the student has participated in instruction in Swedish language and literature or Swedish as a second language and literature. Holiday periods are not deducted from the time counted as schooling in Finnish or Swedish, even if the student has spent them outside Finland. The Matriculation Examination Board scores the candidate’s language background on the basis of criteria 1–2 in the table below.
Table: Scoring of the candidate’s language background
| Scoring of the candidate’s language background | 0 points | 2 points | 4 points | 6 points |
| 1. Languages used at the candidate’s home | only Finnish or Swedish | in addition to a foreign language also Finnish or Swedish | only foreign languages | |
| 2. Schooling, studies or employment mainly in Finnish or Swedish by the estimated starting date of the examination | over six years | six years or under | four years or under | two years or under |
The application must include, as a statement, an assessment by two teachers of the impact of the candidate’s insufficient command of the language of instruction on their academic performance. If there are several languages of instruction, the assessment concerns the language of the examination. Both teachers assess the impact on academic performance separately on the basis of criteria 3.1–3.4 in the table below. One of the teachers must be a teacher of mother tongue and literature or a teacher of Finnish or Swedish as a second language and literature. The other teacher must be a teacher of a subject in the humanities and natural sciences. If, under justified circumstances, it is not possible to obtain statements from two teachers, the application may exceptionally include a statement from only one teacher. The Board will take this into account in scoring the application.
Table: Scoring of the teacher’s assessment
| Scoring of the teacher’s assessment | 0 points | 1 point | 2 points | 3 points |
| No difficulties | Minor difficulties | Clear difficulties | Severe difficulties |
| No difficulties | Minor difficulties | Clear difficulties | Severe difficulties |
| No difficulties | Minor difficulties | Clear difficulties | Severe difficulties |
| Does not differ from other students | Requires slightly more time | Requires clearly more time | Requires significantly more time |
The points obtained by the candidate for their language background and those obtained from each teacher’s assessment are added together. If the candidate receives a total of at least 20 out of 36 points on the basis of the criteria and the application indicates a need for additional time, additional time may be granted.
6 Taking into account circumstances that adversely affect test performance in assessment
As described in Chapter 1, the Matriculation Examination Board may apply exceptional assessment to a candidate’s test performance in cases where the performance has been adversely affected by illness, disability, or another exceptionally compelling circumstance comparable to these. The use of exceptional assessment is subject to a duty of restraint, as it constitutes an exception to the principle of equal treatment of candidates (Government Proposal 235/2018). As a rule, exceptional assessment is applied only to avoid educational dead ends in situations where illness, disability, or another comparable exceptionally compelling circumstance could prevent the candidate from completing the Matriculation Examination due to a failed test grade.
Illness or disability, dyslexia, or a particularly difficult life situation may be taken into account in assessment if the candidate is about to receive a failed grade for the test. In such cases, the candidate’s score is increased in accordance with the table below. The increased score may be no higher than the minimum score required for the grade approbatur. This assessment is based on an overall consideration of the candidate’s circumstances.
However, only one application concerning circumstances that adversely affect test performance is taken into account per test, namely the application that yields the highest number of points for the candidate.
Table: Maximum increase in score
| Maximum increase in score if illness or disability, a particularly difficult life situation, or dyslexia affects test performance… | |||
| Maximum score of the test | … to some extent | … significantly | … to a very great extent |
| 60 points | 1 point | 1 point | 2 points |
| 120 points | 1 point | 2 points | 3 points |
| 209 points | 2 points | 4 points | 6 points |
| 229 points | 2 points | 4 points | 6 points |
| 299 points | 3 points | 6 points | 8 points |
In tests taken using assistive devices for visually impaired candidates and in tests with restricted audio material, circumstances that adversely affect test performance have been taken into account by designing the test to differ from a standard test in terms of structure and number of tasks; the scoring and assessment may also differ from those of a standard test. In addition to this, illness or disability, dyslexia, or a particularly difficult life situation may be taken into account in assessment if the candidate is about to receive a failed grade for the test.
If special arrangements have been granted to a candidate on the basis of illness or disability, a difficult life situation, or dyslexia, the relevant circumstance adversely affecting test performance is taken into account in assessment, and no separate application is required. An application concerning illness occurring on the test day or another sudden and unforeseeable situation that is to be taken into account in assessment must be submitted to the Matriculation Examination Board without delay, and in any event no later than two weeks after the last test day of the examination round.
In a very serious and exceptional situation where special arrangements are insufficient to safeguard the candidate’s ability to take the test and the candidate is substantially prevented from completing part of the test, the Board may take the circumstance adversely affecting test performance into account in assessment also in cases other than a failed grade or by means other than those described above. Such a situation may arise, for example, if a task unsuitable for a visually impaired candidate appears in a test intended to be taken using assistive devices for visually impaired candidates. The candidate must inform the invigilator of the situation during the test. The invigilator must immediately contact the Board to ensure that the situation is resolved during the test. Where necessary, the principal or the candidate may submit an application after the test for the exceptional situation to be taken into account in assessment. The application is prepared on the basis of information obtained from the candidate, the invigilators and, where necessary, other persons. An application to have an exceptional situation taken into account in assessment must be submitted to the Matriculation Examination Board without delay and, in any event, no later than two weeks after the last test day of the examination round.
7 Appeal against a decision
A decision concerning special arrangements may be appealed to the Helsinki Administrative Court as provided in the Administrative Procedure Act (Act 502/2019, section 23(1)). A decision of the Administrative Court may be appealed only if the Supreme Administrative Court grants leave to appeal.
A request for administrative review of how circumstances that adversely affect test performance are taken into account in assessment may be submitted under the Matriculation Examination Board’s general regulations and guidelines on administrative review relating to assessment. A decision issued through the administrative review procedure may not be appealed against (Act 502/2019, section 23(2)).
8 Entry into force and transitional provisions
This regulation replaces the previous regulations of the Matriculation Examination Board concerning circumstances that adversely affect test performance. This regulation is applied for the first time in the Autumn 2024 examination.
Special arrangement decisions issued before 1 September 2019 are applied under this regulation. If no period of validity is specified in the decision, it is valid for six years. If, under the regulations in force before 1 September 2019 concerning circumstances that adversely affect test performance, a candidate was granted a separate room as a special arrangement, the separate room is replaced by a separate small-group room. If a candidate to whom this applies requires an individual separate room, a new application must be submitted.
If, under the previous regulations, a candidate was granted an exemption from the listening comprehension as a special arrangement, the candidate will be granted, without a separate application, a test with restricted audio material as a special arrangement.
If, under the previous regulations, a candidate was granted substitute tasks for visually impaired candidates or the right to take a test using assistive devices for visually impaired candidates, the candidate will be granted, without a separate application, the right to take a special arrangement test using assistive devices for visually impaired candidates.
The possibility of an adjustable working position will be available for the first time in the Autumn 2024 examination.
If a candidate has previously been granted the use of an adjustable desk and/or chair, the candidate will be granted, without a separate application, the possibility of an adjustable working position as a special arrangement.