Scene behind the unseen

Special adjustments for visually impaired students in L2 English reading tests

Bibliographic Data

ID21535708
AuthorsRidmi Handapangoda (Lancaster University), Judit Kormos (0000-0003-4700-1580, University of Ljubljana, corresponding author)
Year2026
Volume140
Pages104049
Publication date2026-07-01
Open AccessYes
TypeARTICLE
VenueSystem (JOURNAL)
Journal identifiersISSN: 0346-251X • E-ISSN: 1879-3282
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.system.2026.104049
OpenAlexW7160012489
LanguageEN
References cited18

Reading assessments play a pivotal role in second language (L2) education, yet for visually impaired students (VIS), meaningful participation depends on specific adjustments that ensure both fairness and validity. However, little is known about how international guidelines on inclusive assessment are implemented in practice, particularly in higher education systems outside Western, industrialized, rich and democratic (WEIRD) contexts. This study addresses this gap by examining how L2 reading tests are adapted for VIS in a Sri Lankan university. Data were collected from six VIS and five English lecturers through semi-structured interviews. The qualitative analysis of the interview findings reveals that inadequate consideration of individual characteristics and testing contexts at all stages of the assessment process threatens the validity of VIS’ reading test score interpretations. Key contributing factors include insufficient teacher training, the absence of inclusive assessment guidelines, and ineffective communication between teachers and VIS. We argue that to ensure fairness and validity in L2 English reading tests for visually impaired test-takers, it is essential to develop and implement inclusive assessment guidelines aligned with international standards, establish effective mechanisms for monitoring fairness and validity, and enhance teachers’ language assessment literacy. Although situated in the Sri Lankan context, the findings and implications of this study offer insights relevant to other settings worldwide where similar systemic barriers persist

Reading comprehension · Visually impaired · Hearing Impairment and Communication · Reading and Literacy Development · Subtitles and Audiovisual Media

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