Abstract
Visually impaired students face various barriers in accessing assessments in higher education. Universal Design for Assessment (UDA) offers a framework for creating assessments that are inclusive and accessible to all students without compromising the validity and reliability of the measurements. This article presents a systematic review of the implementation of Universal Design for Assessment (UDA) for visually impaired students in higher education, identifying effective strategies and challenges encountered. The results of the review show that the application of Universal Design for Assessment (UDA) principles such as format flexibility, technology accessibility, and inclusive design can increase the participation of visually impaired students in assessments. However, significant challenges remain, including resource limitations, lack of faculty training, and the complexity of adaptation for specific fields of study. This article provides practical recommendations for more effective implementation of Universal Design for Assessment (UDA) in higher education institutions.
First Page
442
Last Page
453
Recommended Citation
Ramadhani, R.,
Susetyo, B.,
Hernawati, T.,
Tarsidi, I.,
&
Aprilia, I.
(2026).
Implementation of Universal Design for Assessment for Visually Impaired Students: A Systematic Review of Strategies and Challenges in Higher Education.
Journal of ICSAR, 10(2), 442-453.
DOI: https://doi.org/10.17977/um005v10i22026p442-453
Available at:
https://citeus.um.ac.id/icsar/vol10/iss2/13