Sustainable Business and Society in Emerging Economies Vol.

6, No 1, March 2024

Volume and Issues Obtainable at Center for Sustainability Research and Consultancy

Sustainable Business and Society in Emerging Economies

ISSN: 2708-2504 & ISSN (E): 2708-2172
Volume 6: Issue 1 March 2024
Journal homepage: www.publishing.globalcsrc.org/sbsee

Exploring Equity in Existing Assessment Practices for Visually Impaired

Students at Higher Education Level

*Kashif Iqbal, Lecturer, Govt. Training College for Teachers of Blind, Lahore, Punjab, Pakistan
Ph.D Scholar, Special Education, Institute of Special Education, University of Punjab, Lahore,
Punjab, Pakistan
Samina Ashraf, Assistant Professor, Institute of Special Education, University of Punjab, Lahore,
Punjab, Pakistan
Saima Shaheen, Ph.D Scholar, Special Education, Institute of Special Education, University of
Punjab, Lahore, Punjab, Pakistan
Ayesha Ashfaq, B.Ed (Hons), Special Education, Govt. Training College for Teachers of Blind,
Lahore, Punjab, Pakistan

*Corresponding author email: Kashif.iqbal.tsa@gmail.com

ARTICLE DETAILS ABSTRACT
The educational assessment procedure provides insight into the
achievement and competency of visually impaired students to their
educators. This study aimed to promote equity in assessment
procedures for visually impaired students at higher education
levels and the ways of executing inequity. A qualitative approach
with an explanatory nature was used for this study. Participants of
study were visually impaired students (N=20) from higher
education levels. A self-developed semi-structured interview
protocol was administered for the data collection process. The
instrument’s validity was confirmed through the expert opinion
(N=02). Instrument’s reliability was assured through an extensive
literature review. Five themes emerged from the interviews of the
participants i.e., perception of visually impaired students,
institutes’ support, barriers for visually impaired students, effects
on career development, and suitable ways for educational
assessment. This study in its findings revealed that the existing
assessment procedure is quite challenging for them. This study
gives its recommendations to Higher education institutes should
provide knowledge and orientation about assessment policy and
procedure to the faculty and non-teaching staff.

History
Revised format: Feb 2024
Available Online: Mar 2024
Keywords
Visually Impaired Students,
Equity, Assessment, Higher
Education, Fairness.
PURPOSE
The assessment reflects the ultimate learning for the students at
higher education level including visually impaired students. A
need is always to conduct assessments for both students with and
without visual impairment as per their access level. For this reason,
modification in the assessment procedure for visually impaired
students is mandatory for promoting equity in the procedures of
assessment for visually impaired students. Dawadi et al., (2024)

29
 Sustainable Business and Society in Emerging Economies Vol. 6, No 1, March 2024

suggested pedagogical implications for the future learning

environment through the promotion of equity in assessment.
Design/Methodology/Approach: This study was qualitative and
exploratory. A self-developed semi-structured interview was used
JEL Classification as an instrument for this study.
A20, A24 Findings: The findings revealed that visually impaired students
perceived existing assessment procedures as quite difficult for
them. The results revealed that visually impaired students are only
allowed to get permission from their institutes to avail writer. The
findings revealed that the writers’ mistakes and non-seriousness of
visually impaired students affect the career development of the
visually impaired students.

© 2024 The authors, under a Creative Commons Attribution-

NonCommercial- 4.0
Recommended citation: Iqbal, K., Ashraf, S., Shaheen, S. & Ashfaq, A. (2024). Exploring Equity
in Existing Assessment Practices for Visually Impaired Students at Higher Education Level.
Sustainable Business and Society in Emerging Economies, 6 (1), 29-42.

Introduction
Equitable assessment during exams reflects the fairness for students of the institute as a part of
academic integrity. It supports the students who attain remarkable positions during their academic
careers. The system of equitable assessment is part of the academic paradigm that is necessary for
students, especially in higher education. According to Odame et al., (2021), in several international
conventions, an important human right is recognition of quality education with equitable access.
Visually impaired students at higher education levels desire equitable approaches during their
assessment procedures for sustainable inclusive education. Globally universities are realizing their
responsibilities to ensure that people with diverse needs or disabilities are fully included (Dalton et
al., 2019).

The students without visual impairment use all their skills and abilities to get credit for their level.
However, students with visual impairment have the major challenge of blindness, for which they
remain dependent on others. In educational and social careers, many barriers are experienced by
students with visual impairment (Iqbal & Ashraf, 2023). The challenges that occur due to visual
impairment may include conceptual difficulties, learning problems, poor understanding of time
management, and writing difficulties. According to Ruin et al., (2023), none of the respondents
were able to avoid the influence of social distinctions and the negative hierarchies that go along
with them. Therefore, concepts of normality and related values continue to be the biggest
challenges for visually impaired individuals. According to Martínez et al., (2024), there are five
main issues that visually impaired students have to face: impairment, their lower socio-economic
status, their closed social circle, their marginalization in sighted society, and their limited
educational opportunities. Visually impaired students are affected by these highlighted factors, and
they remain behind in their studies.

In various universities in Pakistan, visually impaired students are supported by the writer of below
grade to work with visually impaired individuals during their exams. It is the responsibility of
visually impaired students in many higher education institutes to find the writer for their exam.
However, the Government of the Punjab has notified the exam support for visually impaired
students, i.e., writer, recording, braille, and computer. However, it is rarely seen in educational
institutes the use of alternative methods of assessment except for writers. Miyauchi et al., (2022)

30
 Sustainable Business and Society in Emerging Economies Vol. 6, No 1, March 2024

suggested about provision of sustainable ways for all individuals with visual impairments
throughout a state. Successful practices and ideas that can be replicated by specialized institutes
are acknowledged along with standard on-campus programming paired with inclusive outreach
approaches. However, the process of finding the writer becomes quite difficult for visually
impaired students. The writers’ proficiency may remain hidden for visually impaired students while
taking the individual as a writer. The need is to implement alternative assessment procedures for
visually impaired students instead of only writers.

If higher educational institutes offer to attempt the paper with computer. Then the question is of
the computer proficiency for visually impaired students. They are not trained enough to use a
computer to attempt the paper on their own. The need is to highlight the existing assessment
procedures in higher educational institutes for students with visual impairment. The primary
patterns showed when it comes to literacy skills, students with visual impairments do not perform
at the same level as their peers who are ordinarily sighted. This is true only in terms of speed, but
not ability (Loh et al., 2024). We have no system of human resources who should be trained and
who could assist visually impaired students during exams. That resource should provide such
writers, or even any alternative procedure for the assessment of visually impaired students, which
could support to them properly. If the writer is provided, then he should have a good vocabulary
and suitable maturity to deal with visually impaired students during exams as a writer.

Problem Statement
Visually impaired students feel difficulty in attaining appropriate standards of quality education at
higher education levels due to their visual impairment. As a part of their educational
accommodation, equitable assessment procedures are desired by visually impaired students to
adjust themselves in existing educational endeavors in sustainable inclusive education. Therefore,
the statement of the problem is to promote equity in assessment procedures for visually impaired
students at higher education levels.

Study’s Objectives
The study’s objectives were to:
1. Identify existing academic assessment procedures for visually impaired students.
2. Highlight the barriers to fair assessment procedures for visually impaired students in
their institutes of higher education.
3. Explore the impact of existing educational assessment procedures on the educational
career of visually impaired students in their higher educational institutes.
4. Find out the most suitable educational assessment procedures for visually impaired
students to maintain the level of fairness.

Questions About Study

The following were the questions of the study:
1. What are existing academic assessment procedures for visually impaired students?
2. What are the barriers to equitable assessment procedures for visually impaired students
in their institutes of higher education?
3. What is the impact of existing educational assessment procedures on the career
development of visually impaired students in their higher educational institutes?
4. What are the most suitable educational assessment procedures for visually impaired
students to maintain a level of fairness?

Expected Outcomes of The Study

This study is novel. This study highlights the existing assessment procedure for students with visual
impairment. To understand the modern trends in assessment procedures, this study is useful for
31
 Sustainable Business and Society in Emerging Economies Vol. 6, No 1, March 2024

visually impaired students studying at the higher education level. This study would be beneficial
for the examination branch of higher educational institutes to provide adequate resources to
students with visual impairment during their exams. Moreover, this study will be useful for
policymakers to develop a suitable policy about assessment procedures for visually impaired
students studying in institutes of higher education.

Limitations & Delimitations of Study

1. This study was only conducted in higher educational institutes of the province of Punjab
as it is difficult for the researcher to cover other provinces of the state.
2. The study was limited to individuals with visual impairment enrolled at higher
educational institutes of the Punjab due to financial and time restraints.
3. The researchers used a semi-structured interview that was self-developed due to the
unavailability of standardized instrument.

Literature Review
Higher educational institutions are supposed to perform their responsibilities for the special
educational needs of visually impaired students to provide an equitable approach to inclusion. In
general, universities have not allowed places for disabled students since the start of higher
education (Heffernan, 2023). Visually impaired students face multiple challenges in their social
and academic lives (Iqbal & Ashraf, 2023). Numerous international agreements have recognized
equitable access to high-quality education as a fundamental human right. Even though education is
important, visually impaired students do not participate in it effectively. Within the Ghanaian
milieu. In both primary and secondary schools, a lack of attention can be a major learning barrier
that impedes students' involvement and academic advancement (Green, 2023).

Equitable classroom practices are considered essential elements to satisfy visually impaired
students for their needs in regular settings. Scott et al., (2014) found that key principals including
teachers need to make an effort to discussion on the effectiveness of assessment procedures for
families including their visually impaired children. According to Rezai (2022), when assessment
procedures are "free of biases" and "free of favoritism," they are considered fair. Differentiated
assessment is necessary to take into account students’ cultural, social, and language contexts. Every
member of the institutes is required to emphasize fair practices on equity grounds for all of their
students. Equitable evaluation procedures in conventional classrooms have just received
considerable attention (Azizi, 2022). Assessments shouldn't be overly frequent, thorough, or
intrusive for students and their families. Dawadi et al., (2024) suggested that In the context of
fostering fairness in upcoming learning trends, the study's pedagogical implications are necessary.
According to Valentine et al., (2022), fairness is a basic assessment attribute and a universally
accepted value. The concentration on fairness in assessment is necessary for all institutional
communities. Assessments cannot be used to reprimand or reward students for appropriate or
inappropriate behavior. According to Gomes et al., (2023), With the advent of Adaptive Learning
Systems and other initiatives to improve education, the increased need to precisely identify learners
has made it possible to analyze several psychological factors. The unfair practices in any
educational institute lead the students to a kind of stress or mental conditions that affect their
learning and life. Deng (2022) found that students who experience depression as a result of home
and academic stress suffer from poor academic performance as well as learning outcomes.

Theoretical Framework
The theoretical framework is based on theories of social justice in education. Social justice theories
include distributive justice theory, which advocates for an equitable allocation of educational
opportunities and resources. It acknowledges that for some students, there may be major difficulties
due to differences in finance, the skills of teachers, and access to technology. Distributive justice

32
 Sustainable Business and Society in Emerging Economies Vol. 6, No 1, March 2024

theory emphasizes a level playing field and closes gaps in achievements by highlighting the gaps.
The second theory is the Recognition theory. It focuses on recognizing the variety of experiences
and identities that students possess in their classrooms. It highlights the importance of recognizing
or supporting underrepresented groups for the promotion of self-respect on equity grounds.

Third is the capability approach. It sees education as a means of enhancing individuals’ capacities
and autonomy. It acknowledges that developing students' social, emotional, and civic skills is just
as important to education as helping them succeed academically. This approach places a strong
emphasis on giving students the tools they need to become fully engaged members of society by
developing their skills, knowledge, and talents. The approach of capacity promotes empowering
students to assume civic duties and bring positive social change through education. It pushes
educational institutions to give students chances for civic engagement, social activity, and
community service.

Among the pioneers of the early social justice theories in education is John Dewey. Dewey stated
the provision of skills to students through education. Students should be given confidence in the
development of an equity-supported society.

Paulo Freire was a significant player in the early social justice ideas' development. A challenge to
conventional practices in education including sustained inequalities in society was His critical
pedagogy approach. Freire suggested a vehicle for liberation should be education, giving students
the skills to recognize, evaluate, and oppose repressive systems.

This study is based on the theoretical framework of the theories of social justice that are related to
the idea of equity in higher education for visually impaired students during their assessment
procedure. Visually impaired students may benefit from the equity-based support and services that
are provided to them.

In addition to being a theoretical concept, social justice in higher education is a crucial and practical
tactic for creating a more accepting and equitable society for visually impaired students. We may
endeavor to improve assessment procedures so that all visually impaired students, regardless of
their impairments and backgrounds, receive better instruction by defining social justice in higher
education. We may attain academic success and build a better future for visually impaired students
by viewing the world through the prism of social justice.

CONCEPTUAL FRAMEWORK
The idea of social justice theories in higher education while the assessment process is
conceptualized by there is an increasing need to investigate theories and strategies that advance
equity and fairness. Teachers, students, and society become more conscious of the inequities found
in educational institutions. Prioritizing social justice in institutes during assessment procedures not
only meets visually impaired students' immediate needs but also emphasizes how important social
justice is to higher education. We believe that by eliminating institutional barriers and ensuring fair
access to opportunities and resources, every visually impaired student has an equal chance to
achieve. This in turn creates a more equitable and welcoming environment for visually impaired
students during the assessment process by having a positive effect on society. Furthermore,
teaching social justice gives visually impaired students the tools they need to become change
agents. If knowledge, skills, and empathy are provided to them, then they can confront injustice
and promote a more just society. The establishment of the groundwork for a more inclusive and
peaceful future by incorporating concepts of justice and equality into assessment processes will be
very helpful through this study for visually impaired students.

33
 Sustainable Business and Society in Emerging Economies Vol. 6, No 1, March 2024

Methodology of the Study

Research Design
This was a qualitative study with an exploratory type.

Study’s Population
The population of the study was the visually impaired students studying at various higher
educational institutes in province of Punjab.

Sample of Study
The sample of the study was the visually impaired students (N=20) studying at various institutions
of higher education in province of Punjab. A purposive or judgmental sampling technique was used
in the research.

The sample was taken from various cities of Punjab including Lahore (N=09), Rahimyar
Khan(N=03), Multan(N=4), Bahawalpur (N=2), D.G Khan(N=1), and Attock (N=1).
Table 1:

Samples’ Demographics

Sample Demographics Detail

Gender Male, 13, Female 07

Age 25-30 (05), 30-35 (04), 35-40(06), above 40 (05)
Qualification BS/M. A/M.Ed. (10), MS/M.Phil. (9), Ph.D (01)

Instrument of the Study

After studying review of the literature and the study’s objectives, A semi-structured interview was
administered for the data collection process. There were 2 parts in the instrument: Section one of
the instrument was participants’ Demographic i.e., age, gender, education, district, and institute
name. Section two consisted of 10 open-ended questions and many probing questions to collect
maximum information regarding the existing assessment procedures for visually impaired students.

Validity & Reliability of Study’s Instrument

The instrument’s validity was confirmed by a panel of experts (N=02). However, the instrument’s
reliability was confirmed with an extensive literature review.

Data Collection Procedure

All ethical factors were taken into account when collecting data, including the participants’
permission to interview them. As the participants were being interviewed in their mother tongue,
the researcher read and interpreted the instrument. 15 to 20 minutes were spent on each interview.
Participants' responses were noted and documented accordingly. Afterward, the researchers
reported and transcribed the participants' responses.

Data Analysis
The participants’ responses were transcribed after the completion of the data collection process. To
create categories, an open coding technique was administered. These categories have their sub-
themes. Then, major themes emerged from these categories. Regarding the themes, the pertinent
literature provided additional support. The analysis of the data helped the researchers towards the
findings and conclusion of the study.

Procedure of the Study

The current study was qualitative. After the situational analysis, the topic was selected as the
34
 Sustainable Business and Society in Emerging Economies Vol. 6, No 1, March 2024

problem statement reviewing the literature, the researcher established the study's goals and
questions. The researchers developed an open-ended instrument for visually impaired students. For
data collection, a semi-structured interview protocol was administered. The sample was selected
with a purposive/ judgmental sampling technique. It consisted of 20 students from higher
education. During the data collection process, the researchers devoted a few minutes to introducing
the research topic, its importance, and its purpose to the participants of the study. The researchers
took this opportunity to aware the respondents about the importance of this study, and they were
assured that the provided information would be kept confidential and findings of the study would
be used for academic purposes only. The participants were also urged to present information in
good faith about themselves. After data collection thematic analysis was done by using categories
and sub-themes. The analyzed data on the demographics of the participants is also shown in the
table.

Ethical Considerations
Since it's critical to put participants' rights and well-being first, ethical considerations in research
are extremely important. Therefore, this study involved getting consent with full knowledge,
protecting privacy and secrecy, and reducing any possible risks. Throughout the entire study
process, researchers also aimed for openness, truthfulness, and justice.

Qualitative Data Analysis

Research Question 1: What are the existing academic assessment procedures for visually impaired
students?

Theme 1: Present Practices

This theme presents existing practices of assessment procedures for visually impaired students in
their institutes. The theme has emerged from the categories of reliance, policy implementation, and
choice-based approach. The theme highlights the perception of visually impaired students about
the existing assessment procedures for visually impaired students in their respective colleges or
universities.
Category 1: Reliance
This category is related to the responses of the participants about their views on the existing
assessment procedures for visually impaired students in their colleges and universities. This
category highlights that participant of the study stated that reliance on the writer during
exams is not good for visually impaired students. The writer's approach for examination
purposes is increasing the dependency among visually impaired students at higher
education levels. One of the participants expressed that
“I think taking help from the writer is not suitable and a blind student is not able to put his
hundred percent better by taking help from the writer. Sometimes the writer even did not
understand our expression”
Category 2: Policy Implementation
In this category, participants responded about the policy implementation that relates to
assessment procedures for visually impaired students at college and university levels. The
participants’ responses helped the researchers to understand the views of the participants
that there is no implementation of policy about assessment procedures in the universities.
The participants of the study narrated that no such rules are followed for alternative
assessment procedures. Writer, recorder, braille, and extra time are the four rules made by
the Punjab Government. One of the participants described that
“There is no such proper policy implementation of providing options for visually impaired
students to attempt their papers.”
One more participant further added that
“Blind students should be protected by this legislation. This system of examination requires
improvement.”
35
 Sustainable Business and Society in Emerging Economies Vol. 6, No 1, March 2024

Category 3: Choice Based Approach

This category relates to the choice-based approach of the visually impaired students during
their assessment procedures at their college or university. The category identifies that
participants of the study expressed that universities or colleges should use a choice-based
approach for visually impaired students. Visually impaired students should have the option
to choose before their exam. One of the participants described that
“I attempt the paper through the exam, but I wish to appear in the exam with my laptop or
even in Braille.”

Theme 2: Institutes’ Support

This theme reflects the support of the college or university for visually impaired students during
exams. This theme has been emerging from the categories of prevailing trends, hectic restrictions,
and ways of conducting exams. There is significant statistical improvement in learning results of
visually impaired students shown by the evaluation process (Maćkowski et al., 2023).
Category 1: Prevailing Trend
This category belongs to the current support of the institute or university to visually
impaired students and that is only the permission of the writer during the exam. According
to the interviews’ findings, the university only allows visually impaired students to bring
their writer. This becomes quite difficult for them to manage for exams especially the
provision of the documents of the writer. There is no other facility or support that they count
on university credit. These participants further added that there is no trend of attempting the
papers during exams with laptops or with the Braille system. One of the participants stated
that
“University only allows writers but does not provide writers. Blind students are in much
trouble when they search for writers. Provision of documents regarding writer is also the
responsibility of the blind.”
Category 2: Hectic Restrictions
This category belongs to the hectic restrictions for visually impaired students imposed by
their institutes in the university that are not compulsory for sighted students. According to
the participants of the study, some teachers are cooperative but the organization is not
supported. Examination staff and clerical staff are also not cooperative with visually
impaired candidates. One of the participants described that
“When I talked to the examination branch in my university about the provision of a writer
the duty clerk answered rigidly that I have to bring my writer in the exam. If you are not
able to bring your writer then why you have been admitted here.”
Category 3: Ways For Conducting Exams
This category highlights the ways of conducting the exam for visually impaired students by
their respective colleges or universities. The participants of the study responded that exams
through writing for visually impaired students are more common in the university.
However, there is no proper implementation of imposing Braille system and computer
application for exam purposes. One of the participants stated that
“I observed that the majority of the blind appear in exams with their writers. I have not
seen anyone yet with computers or Braille. The reason is the unavailability of computers,
paper checkers for Braille, and untrained blind students.”

Research Question 2: What are the barriers to equity in assessment procedures for visually
impaired students in higher educational institutes?

Theme 3: Barriers of Visually Impaired Students

The theme mentioned above highlights barriers that visually impaired students experience
during their educational assessment procedure at their college or university. The categories

36
Sustainable Business and Society in Emerging Economies Vol. 6, No 1, March 2024

of the theme are pressure on students, unfair practices, provision of content, and untrained
teaching staff.
Category 1: Pressure on Students
This category is related to the anxiety or pressure to search for the writer as the main barrier
to a fair chance of performance during exam days. The participants of the study remain
under pressure as they remain busy during exam days in search of a writer. The participants
of the study further narrated that finding of suitable writer with documents from the
university turns into quite a hectic barrier for visually impaired students as it wastes a lot of
time. One of the participants expressed that
“Difficulties are also related to providing data about the writer to my institution. Getting
documentation of the writer is also difficult …I have to invest a lot of time in it and it impacts
my exam preparation.”
Another participant further added that
“We have the stress of completing the paper by the invigilator. Sometimes, we as blind are
not able to speak in such a way to the writer what we think in mind. Because of not availing
of a writer, many blind are not able to attempt their paper.
Category 2: Unfair Practices
This section sheds light on the disparity in the assessment process between visually
impaired and sighted students. The insights in this category were derived from the
transcribed interviews of the participants. According to the accounts, in the absence of
teachers during assessments, some sighted students resort to cheating. Conversely, blind
students are positioned alongside invigilators to ensure the integrity of their exam attempts.
Consequently, sighted students often achieve higher grades, leaving visually impaired
students lagging—an unjust circumstance. A participant expressed,
"At times, visually impaired students are unable to outperform sighted peers due to
disparities in supervision at our institution."
Category 3: Provision of Content
This category shows one of the major challenges for visually impaired students at university
is inaccessible material for exams. The participants responded their teachers do not provide
the material in soft form and in large print for low vision to prepare for the exam. One of
the participants stated that
“Teachers in class do not provide material suitable to our needs. Mostly they share
handwritten or printed notes. We have no such assistance with us to read such inaccessible
material for the preparation of the exam so far.”
Category 4: Untrained Teaching Staff
This category identifies one of the barriers for visually impaired students are untrained
university teaching staff for exams. According to the participants, university teaching staff
do not allow visually impaired students extra time as per rule because they are not trained
enough to deal with the students. The participants further endorsed that teachers have no
training for handling special students during their learning process. One more participant
stated that
“Most of my teachers do not give me extra time. Even they do not provide me noise-free
environment at the time of paper.”

Research Question 3: What is the impact of existing educational assessment procedures

on the career development of visually impaired students at higher education levels?

Theme 4: Effects on Career Development

This theme is related to the effects of existing assessment procedures on the career
development of visually impaired students. The theme is based on categories of writers’
capacity, and non-serious attitude. According to Sellar (2022), career development and
training significantly improve employee performance.
37
 Sustainable Business and Society in Emerging Economies Vol. 6, No 1, March 2024

Category 1: Writers’ Capacity

This category has highlighted the problem of obtaining lower marks in exams due to poor
planning and management for visually impaired students at their institutions. The
participants expressed that some of the visually impaired students obtain lower marks in
exams due to their writers’ mistakes. It is due to a lack of proper communication between
writer and visually impaired students due to unawareness of terms and technical vocabulary.
One of the participants expressed that
“My writer could not tell me what was exactly written on the question paper, he was not
properly reading the terms from the question paper… this kept me confused or this, I got
very low marks and my grade point average was not as per my expectations.”
Category 2: Non-Serious Attitude
This category belongs to the non-seriousness of students in studies. According to the
participants, visually impaired students depict lazy behavior, and sluggish responses while
attempting the papers. They depend on the writer and do not try to use their creative skills
while giving answers to the writers. One of the participants of the study narrated that
“I have observed mostly blind students sit quietly during the exam and say to their writer
to write for them what comes to mind.”

Research Question 4: What are the most suitable educational assessment procedures for
visually impaired students to maintain a level of fairness?

Theme 5: Suitable Ways for Educational Assessment

This theme reflects the adequate assessment procedures for visually impaired students that can be
conducted at the college or university level. The categories of this theme are use of assistive
technology and need-based support. In addition to outlining the various benefits of written exams,
Papadopoulos and Goudiras (2004) also describe how to build a tool that will enable people with
vision impairments to take written exams. The method essentially entails using specialized
computer programs along with screen-reading software.
Category 1: Use of Assistive Technology
This category depicts participants’ responses about the use of technology. According to the
participants, if technology is provided freely to the visually impaired students, then they can attempt
their papers well and this will be a good strategy for the visually impaired to avoid dependency.
One of the participants stated that
“I think the personal laptop is best for visually impaired students. If they are trained in computers,
then they can perform very well.”
Category 2: Need-Based Support
This category belongs to the need-based support for visually impaired students during exams.
Responses of this study’s participants showed that visually impaired students should be provided
with need-based support during exams. This support can be related to exams with Braille, the
provision of laptops or computers, writing, and audio recording. One of the participants narrated
that
“I think that the university should not bind any visually impaired to appear in the written exam
only. They should be given freely four options to attempt their papers in their suitable mode of
output like audio recording, Braille, writers, and computer technology.”

Findings
The findings of the study are given below:
1. Visually impaired students perceive the existing assessment procedure as quite difficult for
them as reliant on the writer, lacks policy implementation for visually impaired students’
assessment procedure, and choice-based approach for visually challenged students.

38
 Sustainable Business and Society in Emerging Economies Vol. 6, No 1, March 2024

2. Visually impaired students are only allowed to get permission from their institutes to avail
writer. There is much more difficulty for visually impaired students to arrange writing & their
documents. The writer is the only option for them during the exam.
3. Visually impaired students experience various barriers during their assessment procedure
including searching for writers, unfair practices, provision of accessible and suitable content
for preparation, and unaware teaching staff.
4. The writers’ mistakes and the non-seriousness of students with visual impairment affect career
development.
5. Provision of technology, need-based support, and proper rule application are suitable ways for
the educational assessment of visually impaired students.

Discussion
Assessment procedures for visually impaired students in higher educational institutions demand an
equitable approach to maintain the level of quality education. The existing academic assessment
procedures for visually challenged students depend on exams with the writer, and inadequate
implementation of the policies for visually impaired students. According to Bacalla et al., (2024),
college students with visual impairments encounter five major issues in higher education: activities
during their education, accessibility, instruction, assistive technology, and sociability.

As concerns for institutes, visually impaired students are only allowed to take permission to avail
writer. However, visually impaired students, feel much difficulty in finding the most suitable
writer. This is the only support for students with visual impairment by their institutes. Exams at
universities are significant since they directly contribute to students' evaluations and progress
performance (Papadopoulos et al., 2014).

Moreover, numerous barriers are experienced by students with visual impairment during their
assessment procedure. These barriers include searching for writers, unfair practices, provision of
accessible and suitable content for preparation, and unaware teaching staff. According to Iqbal &
Ashraf (2023), various barriers are experienced by visually impaired students that are related to
their educational and social lives.
Existing educational assessment procedures are impacted by writers’ mistakes and the negative
attitude of the staff in the educational career of visually impaired students at higher education
levels. Students' social, emotional, and cognitive development is directly influenced by the attitudes
or actions of the teachers. These long-lasting consequences could be favorable or unfavorable
(Kahveci, 2023). The highlighted existing assessment procedures and problems of visually
impaired students reflect that students do not perform well in their education.

The most suitable educational assessment procedures for visually impaired students to maintain the
level of fairness are the provision of technology, need-based support, and application of policy
guidelines. According to Manirajee & Rashid (2024), individuals with impairments can enhance
their everyday lives with the aid of assistive technology.

Conclusion
To conclude the study, existing assessment procedures require consideration by the concerned
higher educational institution authorities for facilitation of visually impaired students. It depicts
that only provision of the writer is not enough as a suitable approach for facilitating visually
impaired students. The significant step will be to provide adequate awareness to the staff for
dealing with visually impaired students during exams. Lack of policy implementation becomes a
big hurdle for visually impaired students. Elimination of the barriers during their assessment
procedure includes the provision of suitable writers for exams, fairness, provision of suitable
39
 Sustainable Business and Society in Emerging Economies Vol. 6, No 1, March 2024

content for exam preparation, and properly trained teaching staff. Career development requires a
properly trained writer, provision of assistive technology to students, and a supportive attitude by
supporting staff. In this way, higher education institutions will surely be able to develop their
positive image. Adopting such optimistic approaches to supporting visually impaired students in
higher education institutes will certainly be a great contribution to making assets for the country.
Recommendations
The recommendations of the study are mentioned below:
1. Higher education institutes may provide orientation about assessment policy and
procedures to their teaching and non-teaching staff to deal with visually impaired students.
2. A resource coordinator should be appointed in every higher education institute for the
provision of accessible content in soft form and efficient writers’ support for visually
challenged individuals in time of their every exam.
3. Visually impaired students should be provided with guidance and counselling services in
their institutes to deal with the challenges they experience.
4. Higher education institutions must arrange suitable ways for effective assessment
procedures in light of this study’s findings for visually impaired individuals.
5. Future researchers should conduct a similar study with quantitative or mixed methods
research designs to find out more about the same phenomenon.

References
Azizi, Z. (2022). Fairness in assessment practices in online education: Iranian University English
teachers’ perceptions. Lang Test Asia 12, 14. https://doi.org/10.1186/s40468-022-00164-7
Bacalla, I. Barcelonia, A. L. Gisultura, F. Pacatang, R. Romarate, K. Cabanilla Jr. (2024).
Challenges and Opportunities for Students with Visual Impairment In a State University: A
Multi-Case Study, International Journal of Multidisciplinary Research and Growth
Evaluation, Volume: 05, Issue: 01. DOI:10.13140/RG.2.2.16997.58083
Dalton, E. M. Lyner-Cleophas,M. Ferguson, B. T. McKenzie, J. (2019). Inclusion, universal design
and universal design for learning in higher education: South Africa and the United States.
African Journal of Disability. 8: 519. Do: 10.4102/ajod. v8i0. 519
Dawadi, S. Goshtasbpour, F. Kukulska-Hulme, A. (2024). Equitable Access to Higher Education
Learning and Assessment: Perspectives from Low-Resource Contexts, Journal of
Interactive Media in Education, (1): 2, pp. 1–15. DOI: https://doi.
Dawadi, S. Goshtasbpour, F. Kukulska-Hulme, A. (2024). Equitable Access to Higher Education
Learning and Assessment: Perspectives from Low-Resource Contexts. Journal of
Interactive Media in Education, 2024(1): 2, pp. 1–15. DOI: https://doi. Org/10.5334/jime.
832.
Deng, Y. Cherian, J. Khan, N. N. Kumari, K. Sial,M. S. Comite, U. Gavurova, B. Popp, J. (2022).
Family and Academic Stress and Their Impact on Students' Depression Level and
Academic Performance, Front Psychiatry. 13: 869337. Do: 10.3389/fpsyt. 2022.869337
Gomes, S., Costa, L., Martinho, C. Et al. (2023). Modeling students’ behavioral engagement
through different in-class behavior styles. IJ STEM Ed 10, 21,
https://doi.org/10.1186/s40594-023-00407-w
Green, S. (2023, October 31). 10 Barriers to Learning and How to Overcome Them
https://www.ispringsolutions.com/blog/barriers-to-learning
Heffernan, T. (2023). Failing at the basics: disabled university students’ views on enhancing
classroom inclusion. Oxford Review of Education, 1–16.
https://doi.org/10.1080/03054985.2023.2281314
Iqbal, K. Majeed, Z. Ashraf, S. (2022). Exploring the Challenges of Digital Literacy among
Students with Visual Impairment Studying at Higher Education Level, Pakistan Journal of
Humanities and Social Sciences. Vol. 10 (1). DOI:
https://doi.org/10.52131/pjhss.2022.1001.0187
40
 Sustainable Business and Society in Emerging Economies Vol. 6, No 1, March 2024

Iqbal, K., & Ashraf, S. (2023). Perspective Chapter: The Barriers in Inclusive Set-Up for
Students with Visual Impairment at Higher Education Level - Pakistan Scenario. In L.
Waller, & S. Waller (Eds.), Higher Education - Reflections From the Field [Working
Title]. IntechOpen. https://doi.org/10.5772/intechopen.109377
Kahveci, H. (2023). The positive and negative effects of teacher attitudes and behaviors on student
progress, Journal of Pedagogical Research, 7(1), DOI:10.339
Loh, L. Prem-Senthil, M. Constable, P. A. (2024). A systematic review of the impact of childhood
vision impairment on reading and literacy in education, Journal of Optometry, Volume 17,
Issue 2, 100495, ISSN 1888-4296, https://doi.org/10.1016/j.optom.2023.100495.
https://www.sciencedirect.com/science/article/pii/S1888429623000432)
Maćkowski, M. Kawulok, M. Brzoza, P. Spinczyk, A. (2023). Methods and Tools Supporting the
Learning and Teaching of Mathematics Dedicated to Students with Blindness, Journal of
Applied Sciences, volume 13, (12), 10.3390/app13127240
Manirajee, L. Rashid, S. M. M. (2024). Assistive Technology for Visually Impaired Individuals: A
Systematic Literature Review (SLR), International Journal of Academic Research in
Business and Social Sciences, 14(2), DOI:10.6007/IJARBSS/v14-i2/20827
Martínez, S. S., Asorey, M. F., Latas, A. P. (2024). Face to face: dialogues around visual
impairment. European Journal of Special Needs Education, 1–14.
https://doi.org/10.1080/08856257.2024.2331909
Miyauchi, H. Fast, D. WildView, T. (2022). Keeping Schools for Blind Students Vital in an Era of
Inclusion: Key Elements for Success, Journal of Visual Impairment & Blindness, Volume
116, Issue 2. https://doi.org/10.1177/0145482X221092047
Odame, L. Opoku, P. M. Nketsia W. Nanor B. (2021). University Experiences of Graduates with
Visual Impairments in Ghana, International Journal of Disability, Development and
Education, 68:3, 332-346, DOI: 10.1080/1034912X.2019.1681375
Papadopoulos, C. S. Goudiras, D. D. (2004). Visually-impaired students and university
examinations, British Journal of Visual Impairment, Volume 22, Issue 2.
https://doi.org/10.1177/0264619604046640
Papadopoulos, K., Simaioforidis, Z., Charitakis, K., Barouti, M. (2014). University Examination
System for Students with Visual Impairments. In: Miesenberger, K., Fels, D., Archambault,
D., Peňáz, P., Zagler, W. (Eds) Computers Helping People with Special Needs. ICCHP
2014. Lecture Notes in Computer Science, vol 8548. Springer, Cham.
https://doi.org/10.1007/978-3-319-08599-9_54
Rezai, A. (2022). Fairness in classroom assessment: development and validation of a questionnaire.
Lang Test Asia, 12, 17, https://doi.org/10.1186/s40468-022-00162-9
Ruin, S. Haegele, J. A. Giese M. (2023). Barriers and Challenges for Visually Impaired Students
in PE—An Interview Study with Students in Austria, Germany, and the USA. Int. J.
Environ. Res. Public Health, 20(22), 7081; https://doi.org/10.3390/ijerph20227081
Sellar, T. (2022). Effect of Training and Career Development on Employee Performance:
Moderating Effect of Job Satisfaction. International Journal of Research 9(11). DOI:
10.5281/zenodo. 7349422
Valentine, N. Durning, S. J. Shanahan, E. M. Vleuten, C. V. D. (2022). The pursuit of fairness in
assessment: Looking beyond the objective, Medical Teacher, 44(11):1-7.
DOI:10.1080/0142159X.2022.2031943.

41
Sustainable Business and Society in Emerging Economies Vol. 6, No 1, March 2024

42