Barriers to Inclusive Assessment and Examination Accessibility Among Visually Impaired Students in Indian Senior Secondary Schools

Abstract

Accessible and equitable assessment remains a major barrier for visually impaired students despite growing commitments to inclusive education. This study examined barriers to inclusive assessment and examination accessibility among visually impaired students in Indian senior secondary schools. Guided by the Social Model of Disability, this study focused on barriers related to examination support, accessibility resources, communication, administrative procedures, and institutional attitudes. A cross-sectional survey was conducted with 60 visually impaired Class XII students, including students with blindness and low vision, enrolled in inclusive schools in Delhi. Data were collected through a researcher-developed questionnaire and analyzed using descriptive and inferential statistics. The findings revealed moderate to high levels of examination accessibility barriers across all domains, indicating that barriers are multidimensional and interconnected. Students with blindness experienced significantly greater barriers than those with low vision, particularly in accessing accommodations and support services. This study highlights persistent gaps between inclusive education policies and their implementation in examination systems. The findings underscore the need for standardized accommodations, accessible technologies, disability-responsive institutional practices, and stronger policy implementation to ensure equitable assessment and meaningful participation of visually impaired students in mainstream education.