Making resources accessible to visually impaired students

While students with serious visual problems will have access arrangements in place to ensure that they can use exam papers (e.g. increased typeface or Braille papers), there is a subset of students with low vision, colour blindness and dyslexia who will benefit from clear and accessible presentation of visual material in standard exams and resources. [...]in comparing the two pie charts shown in Figure 2, the 'slice of the pie' which refers to the Pacific Ocean and which to the Atlantic Ocean in the coloured pie chart below will not be as obvious for a colour-blind person as the greyscale chart. (Cross-sections present major practical difficulties, disproportionate to the number of marks allocated) * identifying various types of land use in urban and rural areas * elementary route finding (networking). Additionally, where the use of OS maps is essential, JCQ (2012) make the following suggestions: * provide a modified version of the original extract for orientation * provide individual modified enlargements of specific parts of the original extract, depending on the questions * if the question requires the use of scale, a new linear scale should be displayed on the same page as the extract * the shadings and symbols on the maps should be in line with the guidance set down by the RNIB/VIEW Geography Curriculum Group.