Students’ and Teachers’ Perspectives on English Language Exams for Students with Visual Impairments: Toward More Inclusive Assessment Practices

Students who are blind or visually impaired in Iran, as an exam-oriented context, face thought-provoking issues in their assessments, which are incidentally underexplored. In this study, we explored the challenges, gaps, and barriers to inclusion that students who are blind or visually impaired encounter in English language assessment. Guided by the three core principles of the Universal Design for Learning (UDL) framework – means of engagement, representation, and action and expression – and using deductive thematic analysis, we addressed our research questions. We collected data through semi-structured interviews with four students who were blind or visually impaired and four teachers. The results indicate that despite differing perspectives, both students and teachers emphasised the importance of emotional and psychological considerations. They also highlighted the need for practical modifications in exam design and flexibility in test administration to improve students’ performance. Addressing policymakers and teachers, we conclude our paper by suggesting participants informed recommendations for enhancing equitability in English examinations for students who are blind or visually impaired.