Ensuring exams are accessible for students with visual impairment

Oct 20, 2026

Students with visual impairment (VI) face challenges in exams because assessment materials are highly visual. The document outlines access arrangements available for VI learners, stressing that centres must consider individual needs and suitable working methods. It highlights the value of trialling arrangements in tests and mock exams and ensuring invigilators can respond appropriately. Summaries include extra time, supervised rest breaks, word processors, readers and screen readers, specialist assistive technologies, scribes or speech recognition, practical assistants, modified enlarged/braille papers, and low-vision aids, plus seating and environmental supports.

LanguageEnglish

CategoryExam

FormatPDF

Pages2

Reading Time5 min

AccessFree to download

Ensuring exams are accessible for students with visual impairment

Extra time

Supervised rest breaks

Word processors

Readers and screen readers

Specialist assistive technologies

A scribe / speech recognition technology

A practical assistant

Modified enlarged papers and braille papers

Low-vision aids (LVAs)

Other considerations

Students with visual impairment (VI) face unique challenges in exams due to the highly visual nature of the content. A range of access arrangements, set out by the Joint Council for Qualifications, are available for students based on evidence of need and normal way of working. Centres should carefully consider a student’s individual needs and preferences, as what works well for one student may not be the best option for another. Having the opportunity to trial access arrangements during tests and mock exams can help ensure students are not disadvantaged. It’s also important that invigilators are prepared and able to respond appropriately to students’ needs. Below, we summarise the access arrangements that may be appropriate for students with VI. Ensuring exams are accessible for students with visual impairment | Extra time | Students with VI may take longer to read a question paper or need more time to use modified or tactile diagrams.
Extra time needs can vary depending on the individual and the subject – e.g. more time may be needed for subjects with a lot of text, such as English or history.
| | --- | --- | | Supervised rest breaks | Reading, writing and processing information can be very tiring for students with VI. A supervised rest break allows a student to pause the exam for a short period of respite before continuing the exam without losing time. | | Word
processors | Students with VI may prefer word processors to human scribes or brailling. Using a word processor is often coupled with extra time and used alongside other computer software, such as screen readers and/or speech recognition technology. Students may require multiple screens and/or multiple devices during an exam. | | Readers and screen readers | Readers and screen readers may assist students with VI by reading the text of a question paper or helping to identify diagrams, graphs and tables. Screen readers can be configured to suit student needs, helping to build confidence and independence. However, students need practice before using them in an exam. | | Specialist assistive technologies | Refreshable braille displays can be used with screen readers. These electromechanical devices convert information on a computer screen into braille by raising and lowering different combinations of pins in braille cells.
Students may benefit from an adapted device – e.g. a calculator with a larger display and keys, or a read-aloud option. They may also need adapted measurement tools, such as braille or large-print rulers and protractors. | | --- | --- | | A scribe/ speech recognition technology | A scribe can follow a student’s instructions to draw or add to maps, diagramsand graphs. An alternative to a human scribe is ‘speech-to-text’ technology. Students need to be experienced with dictating and correcting texts and the computer needs to be trained in recognising their voice, so it’s generally better for students to use their own devices, once approved to do so. | | A practical
assistant | A practical assistant can support students by colour naming – e.g. in geography or science – as well as carrying out minor tasks, such as holding or operating science equipment. This arrangement will vary depending on the needs of the students and the examined subject. | |
Modified enlarged papersand braille papers | Modified enlarged papers and braille papers must be ordered by centres in advance. Students using braille papers may require support from a practical assistant or a reader.

Ideally, past modified enlarged papers should be accessible to teachers for use in everyday teaching and learning. The layout of these papers is very different from standard question papers and the techniques for making diagrams and figures accessible will vary depending on the subject. It’s therefore essential that students with VI can practise with past papers.
Students with VI should automatically be provided with tacti

FAQs

Why do students with visual impairment need specific access arrangements in exams?

Because exam content is highly visual, students may need additional time, different ways to access diagrams and text, and tailored support to avoid disadvantage.

How should centres choose between access arrangements for different students with VI?

Centres should carefully consider each student’s individual needs and preferences, since what works well for one student may not be the best option for another.

What support can invigilators provide during an exam for students with VI?

Invigilators should be prepared to respond appropriately to students’ needs, and centres should trial access arrangements during tests and mock exams to ensure students are supported effectively.

Oct 20, 2026

Uploaded by Riley West