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Abstract

This study aims to examine how visually impaired students navigate university examinations, identifying the obstacles they encounter and proposing ways to improve accessibility. The accessibility of examination systems for students with visual impairments is a critical issue in higher education, requiring ongoing efforts to ensure equitable academic opportunities. Participants included 10 visually impaired students from the Department of Special Education at the University of Education, Lahore, enrolled in various higher education programs. Using qualitative methods, specifically focus group discussions, the study examined their experiences and aspirations regarding examination accessibility. Findings reveal significant issues such as delays in obtaining Braille versions, difficulties with complex diagrams, and improperly formatted digital texts. While assistive technologies like screen readers and Braille displays are helpful, they often face technical issues, highlighting the need for regular updates and better technical support. Recommendations include the timely provision of accessible materials, increased availability of support personnel, enhanced communication, and practice sessions with accommodations to boost preparedness and confidence. Addressing these challenges will create a more inclusive and supportive examination environment, ensuring equitable opportunities for visually impaired students.