[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-620902-105":59,"doc-detail-620902-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","accessibility-in-exams-for-students-with-visual-impairment-research-and-analysis","Accessibility in exams for students with visual impairment - Research and Analysis","","Students with visual impairment face distinctive exam barriers because assessment materials are highly visual. This research and analysis reviews key findings on exam accessibility for students with visual impairment, summarises available access arrangements, and highlights evidence gaps for future exploration. It situates the review within rapid evidence reviews shaped by Ofqual’s consultation, including comparison to accessibility work for other learner groups.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/accessibility-in-exams-for-students-with-visual-impairment-research-and-analysis/620902/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/accessibility-in-exams-for-students-with-visual-impairment-research-and-analysis/620902.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do students with visual impairment face unique challenges in exams?","Question",{"text":112,"@type":113},"Because exam content is highly visual, students with visual impairment encounter barriers that standard assessments may not accommodate.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What access arrangements are available for students with visual impairment?",{"text":117,"@type":113},"Access arrangements include supervised rest breaks, extra time, reader/computer readers, scribe/speech recognition technology, word processors, practical assistants, coloured paper/overlays, enlarged or modified papers, non-interactive electronic question papers, low-vision aids, and specialist assistive technologies.",{"name":119,"@type":110,"acceptedAnswer":120},"What key issues are identified in the literature regarding support for students with visual impairment?",{"text":121,"@type":113},"A recurring issue is limited teacher and/or support-staff knowledge about the range of access arrangements, particularly in mainstream schools, alongside the way school and local authority policies can affect availability of specific arrangements.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},620902,1793114918,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Accessibility in exams for students with visual impairment  \nResearch and Analysis  \nLisa Backhouse  \n\n| Terminology used in this document: abbreviations and definitions |\n| --- |\n| Abbreviations\u003Cbr>• Visual impairment (VI)\u003Cbr>• Colour vision deficiency (CVD)\u003Cbr>• Assistive technologies (ATs)\u003Cbr>• Low-vision aids (LVAs)\u003Cbr>• On-screen assessment (OSA)\u003Cbr>• Special educational needs and disabilities (SEND) |\n| Definitions\u003Cbr>• VI refers to a wide spectrum of sight difficulties, either genetic or acquired, that cannot be corrected by glasses and that result in partial-sightedness or blindness (Royal National Institute of Blind People [RNIB], 2010) .\u003Cbr>• Blindness is defined as ‘severely distorted vision’(RNIB, 2010) . Around 80% of registered blind people have some minor sight and the remaining 20% may be able to distinguish light and dark ( RNIB, 2010) .\u003Cbr>• CVD, sometimes called colour blindness, refers to a group of conditions that affect the perception of and ability to identify and distinguish between certain colours (RNIB , 2017; Colour Blind Awareness [CBA], 2018; WJEC & CBA, 2020) .\u003Cbr>• In line with common practice, ‘braille’ has been written in lower case here to refer to braille script. |\n\nExecutive summary  \nStudents with visual impairment (VI) face unique challenges in exams due to the highly visual nature of the content. There is a large body of work on exam accessibility for students with VI anda range of access arrangements are available to these students. This review summarises the key findings around exam accessibility for students with VI and identifies areas for future exploration. It is part of a series of rapid evidence reviews shaped by Ofqual’s consultation on designing and developing accessible assessments. Other reviews focus on D/deaf students, students with learning difficulties, students on the autism spectrum, students with different cultural backgrounds, and students with English as an additional language.  \nIntroduction  \nApproximately 0. 16%(around 13,000) of students aged between 5 and 16 years in state-funded mainstream and specialist schools in England and Wales have been identified as having visual impairment (VI) as their primary special educational need (Department for Education [DfE], 2021; RNIB, 2016) . Of the total number of students with VI, approximately 5% read braille as their sole or main literacy format ( Rose , 2021) . At least 50% of students with VI have additional specific learning difficulties (SpLDs) ( RNIB, 2016; Douglas et al. , 2019; Rose , 2021) . In addition to students with VI, an estimated 450,000 students in the UK have colour vision deficiency (CVD) , although it is often undiagnosed (CBA , 2018; WJEC & CBA, 2020) . A number of access arrangements, set out by the Joint Council for Qualifications (JCQ, 2021) , are available for students with VI. These include:  \n•  supervised rest breaks  \n•  extra time  \n•  a reader/computer readers  \n•  a scribe/speech recognition technology  \n• word processors  \n•  a practical assistant  \n•  coloured paper/colour overlays  \n•  enlarged papers  \n•  modified papers  \n• non-interactive electronic (PDF) question papers  \n•  low-vision aids (LVAs)  \n• specialist assistive technologies (ATs) .  \nStudents with VI face unique challenges in exams due to the highly visual nature of the content. A statistical review of GCSE attainment, conducted by the DfE, indicated that students with VI are the highest attaining of all special educational needs and disabilities (SEND) groups (DfE, 2021) . However, there is still a considerable gap between students with VI and Key Stage 4 students without SEND (VIEW, 2021) , and various studies indicate that the academic achievements of students with VI are negatively impacted by their disability (Jorgensen et al. , 2005; Kovarski et al. , 2015 ; Budak et al. , 2021) . One of the key issues for students with VI indicated in the literature is a lack of teacher and/or support-staff knowledge about the range ","cbCaiettPPxxgzFo","https://ap.wps.com/l/cbCaiettPPxxgzFo","pdf",356099,18,"English","# Executive summary\n# Introduction","[{\"question\":\"Why do students with visual impairment face unique challenges in exams?\",\"answer\":\"Because exam content is highly visual, students with visual impairment encounter barriers that standard assessments may not accommodate.\"},{\"question\":\"What access arrangements are available for students with visual impairment?\",\"answer\":\"Access arrangements include supervised rest breaks, extra time, reader/computer readers, scribe/speech recognition technology, word processors, practical assistants, coloured paper/overlays, enlarged or modified papers, non-interactive electronic question papers, low-vision aids, and specialist assistive technologies.\"},{\"question\":\"What key issues are identified in the literature regarding support for students with visual impairment?\",\"answer\":\"A recurring issue is limited teacher and/or support-staff knowledge about the range of access arrangements, particularly in mainstream schools, alongside the way school and local authority policies can affect availability of specific arrangements.\"}]","Accessibility in exams for students with visual impairment - Research and Analysis | PDF",1792464733,45]