A 21-year-old woman with Rett syndrome has been denied the opportunity to sit a Scottish qualification under assessment arrangements that would accommodate her severe physical and communication limitations.

Romi Loffler, from Netherlee in East Renfrewshire, communicates using eye-gaze technology and spells words by blinking. Writing a single sentence can take her about 30 minutes. After completing coursework for a National 4 history qualification last year, she hoped to progress to National 5, which requires an examination.

However, Qualifications Scotland rejected requests from Loffler's family and college for her to complete the assessment one question at a time over several weeks or months, with access to a bank of pre-agreed relevant words.

Loffler told BBC Scotland News that she felt 'angry' about the decision, saying she deserved the same opportunity as other students. The case has renewed attention on the educational barriers faced by people with complex neurological disabilities and the difference between being unable to communicate conventionally and being unable to understand.

What Rett Syndrome Does to the Brain and Body

Rett syndrome is a rare genetic neurological disorder that primarily affects girls and is most commonly associated with changes in the MECP2 gene on the X chromosome. The condition can affect brain development, movement, communication and the ability to perform purposeful hand movements.

Children with Rett syndrome often develop typically during the first six to 18 months of life before experiencing a period of regression. They may lose previously acquired skills, including spoken language and purposeful hand movements, and develop repetitive hand movements and coordination difficulties.

Epilepsy, breathing irregularities, scoliosis, feeding difficulties and sleep problems can also occur. The severity and combination of symptoms vary between individuals, meaning that the condition does not look the same in every person.

People with Rett syndrome have historically been assumed to have profound learning disabilities because of their communication and movement limitations. However, conventional assessments may underestimate a person's understanding if they rely on speech, handwriting or physical responses that the individual cannot reliably produce.

How Eye-Gaze Technology Can Support Communication

Loffler uses eye-gaze technology to communicate and spells words by blinking. Eye-gaze systems track a person's eye movements, allowing them to select letters, words or symbols on a screen without relying on speech or conventional typing.

Augmentative and alternative communication (AAC) includes a range of tools designed to help people communicate when spoken language is limited or unavailable. Depending on an individual's needs, these can include eye-tracking devices, communication boards, switches and speech-generating technology.

Such tools can help people express preferences, participate in education and communicate more independently. However, using them can require considerable concentration and physical effort, particularly when a person must select letters individually to construct words and sentences.

Loffler's family told the BBC that completing a National 5 examination in one sitting would be impossible because communicating through her eyes is exhausting. They therefore requested an arrangement that would allow her to answer questions over a longer period.

The case illustrates why assessment methods may need to account for the time and effort required for a disabled student to communicate. Without appropriate accommodations, the time needed to record an answer can become a barrier separate from the knowledge being assessed.

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The Dispute Over Fair Examination Arrangements

Loffler's family and Glasgow Clyde College began discussions with Qualifications Scotland about possible adjustments around 18 months before the examination. They proposed that she complete a separate National 5 history paper at the same level, answering one question at a time over several weeks or months, and that she be allowed to use a bank of pre-agreed relevant words.

Her mother, Gael Gordon, questioned why similar arrangements could not be offered in Scotland after two students in England reportedly used eye-gaze technology to complete GCSE examinations earlier in the year. One of those students took five months to finish the assessment.

Qualifications Scotland suggested that Loffler sit the examination in one session. The authority said it was committed to making reasonable adjustments for disabled learners but also had a responsibility to protect qualification standards.

A spokesperson told the BBC that more than 39,000 learners had benefited from assessment arrangements that year. The organisation said adjustments must give disabled students an equal opportunity to demonstrate their knowledge, skills and understanding without compromising the integrity of qualifications.

Glasgow Clyde College said Loffler was 'highly capable and committed' and that the arrangements it proposed had not been considered compatible with the examination requirements. The college said it would continue working with Loffler, her family and Qualifications Scotland to explore available options.

Rett UK also criticised the barriers faced by Loffler, with the charity's Tracey Campbell telling the BBC that she had been dismissed in many areas of her life and wanted to prove her capabilities.

Why Accessible Assessments Matter

Reasonable adjustments are intended to reduce the disadvantages created by disability while preserving the knowledge and skills an examination is designed to measure. Depending on the assessment and the individual's needs, adjustments can include extra time, rest breaks, assistive technology, alternative response methods or support from a trained scribe.

The appropriate arrangement must be considered individually. Examination authorities may need to determine whether a proposed method allows a student to demonstrate their own knowledge and whether it maintains the assessment's required standards.

However, consistent assessment does not necessarily mean every student must complete an examination under identical physical conditions. When the method of answering questions creates a substantial barrier unrelated to the subject being tested, alternative arrangements may help provide a more meaningful assessment of ability.

Loffler's case highlights the challenge of balancing accessible assessments with academic integrity. For people with Rett syndrome, appropriate communication tools and assessment arrangements can help ensure that physical limitations do not prevent them from demonstrating what they know.

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