Inclusion of Students With Blindness to Physics Exams
What Problems Do Students Have and What Do They Recommend
Bibliographic Data
| ID | 21445992 |
|---|---|
| Authors | Arzu Öden‐Acar (0000-0002-3118-6077, Department of Medical Services and Techniques Bursa Uludağ University Bursa Turkey, corresponding author), Ali Eryılmaz (0000-0001-9301-5946, Department of Mathematics and Science Education Middle East Technical University Ankara Turkey) |
| Year | 2026 |
| Volume | 61 |
| Issue | 1 |
| Publication date | 2026-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70390 |
| OpenAlex | W4417157552 |
| Language | EN |
| References cited | 32 |
Students with blindness need testing accommodations to ensure they can access tests like their peers. The aim of this study is to determine the inclusion problems experienced by students with blindness in physics exams and their suggestions for solving these problems. The research was carried out by taking into account the exams that students took in physics courses in the classroom and physics tests included in national exams in Turkey. Phenomenological research design was used in the research. Six senior and two junior high school students with blindness were interviewed. Interview data were analysed by using content analysis methodology. According to the results, the most common problems encountered by the students were related to the presentation style of the exams. Students with blindness find neither classroom education nor classroom and national examinations fair. The challenges related to the exam environment, answer style, and timing are mostly experienced in in‐class exams. Students with blindness have made suggestions to make school physics exams and national exams accessible
Blindness · Inclusion (mineral) · Mainstreaming · Physics Education · Presentation (obstetrics) · Special education · Disability Education and Employment · Inclusion and Disability in Education and Sport · Tactile and Sensory Interactions
| Highly cited | No |
|---|