Grade 12 Examination Practices for Students with Visual Impairments

This book delves into the practices of grade twelve national examination assessments for learners with visual impairments in Mwense and Lusaka districts, Zambia. It explores the current methods, challenges, and potential improvements in the examination process. Through a qualitative case study design, the author gathers insights from twenty-two respondents, including pupils, school leavers, specialist teachers, head teachers, and officials from the Examination Council of Zambia (ECZ). The findings reveal that totally blind learners use braille, while partially sighted learners use enlarged print. Examination questions are modified descriptively, and extra time is provided, though often insufficiently. The study highlights significant challenges, such as the lack of special marking provisions and inconsistent distribution of modified papers, which sometimes forces learners to rely on invigilators reading questions aloud.