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The study explored the perspectives of students with visual impairments regarding the practices of human readers in the mathematics tests of university entrance exams in Türkiye, focusing on communication difficulties and material preferences. This qualitative study used a case study design. The participants consisted of 20 students who participated in the transition to higher education exam between 2020 and 2022. A demographic survey was conducted first, followed by a semi-structured interview. Thematic coding was used to analyze data to capture the themes that emerged in the study. These themes were materials used in mathematical tests and communication with human readers. The study revealed that the human readers’ verbal and written communication skills in mathematics may affect the test performance of students with visual impairments. The study also highlighted that most students relied on low-tech devices due to the lack of knowledge and access to high-tech assistive technology devices. While they preferred using braille booklets and high-tech assistive technology devices, many students felt uncomfortable with these options due to their unfamiliarity. This research emphasizes the need for comprehensive training for human readers, especially in mathematical communication, to improve the overall test-taking experience for students with visual impairments. It also highlights the importance of providing adequate training in the use of high-tech assistive technology devices. In addition, collaboration between teachers of students with visual impairments and testing agencies can facilitate the development of more accessible test environments, ensuring equal opportunities for those with visual impairments.
Kırboyun et al. (Thu,) studied this question.
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