## Appendix A Questions of the Initial Questionnaire
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* [PERSON] et al. (2016) [PERSON] [PERSON]; [PERSON] [PERSON]; [PERSON] [PERSON]; [PERSON]; [PERSON] [PERSON]; [PERSON] [PERSON]; [PERSON] Integration of institutional repositories and e-learning platforms for supporting disabled students in the higher education context. _Libr. Rev._**2016**, _65_, 136-159. [CrossRef]
* [PERSON] (2008) [PERSON] Examining the accessibility of a computerized adapted test using assistive technology. _J. Vis. Impair. Blind._**2008**, _102_, 261. [CrossRef]
* [PERSON] et al. (2013) [PERSON]; [PERSON]; [PERSON]; [PERSON] Platform-aware rich-form generation for adaptive systems through code-inspection. In _Human Factors in Computing and Informatics, Lecture Notes in Computer Science_; Springer: Berlin, Germany, 2013; Volume 7946. * [PERSON] et al. (2013) [PERSON]; [PERSON]; [PERSON] E-learning for the vision impaired: A holistic perspective. _Int. J. Cyber Soc. Educ._**2013**, \(6\), 15. [CrossRef]* (37) [PERSON] Position Paper: Use of Extended Time. 2013. Available online: [[http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/Extended%20](http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/Extended%20) Time.pdf]([http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/Extended%20](http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/Extended%20) Time.pdf) (accessed on 20 July 2023). * (38) [PERSON]; [PERSON]; [PERSON] Using multimedia to enhance the accessibility of the learning environment for disabled students: Reflections from the Skills for Access project. _ALT-J_**2006**, _14_, 39-54. [CrossRef]
* (39) [PERSON]; [PERSON]; [PERSON] [PERSON]; [PERSON] [PERSON]; [PERSON] [PERSON] Tutoring students with disabilities. _Pulso. Rev. Educ._**2014**, _13_, 13-33. [CrossRef]
* (40) [PERSON]; [PERSON]; [PERSON] [PERSON] Reading by children with low vision. _J. Vis. Impair. Blind._**2004**, _98_, 77-89. [CrossRef]
* (41) [PERSON]; [PERSON]; [PERSON]; [PERSON] Reading errors made by children with low vision. _Ophthalmic Physiol. Opt._**2004**, _24_, 319-322. [CrossRef] [PubMed]
* (42) [PERSON] E-Learning and Blindness: Evaluating the Quality of the Learning Experience to Inform Policy and Practice. Ph.D. Thesis, University of Birmingham, Birmingham, UK, 2009. * (43) [PERSON]; [PERSON] Comparison of reading performance between visually impaired and normally sighted students in Malaysia. _Br. J. Vis. Impair._**2011**, _29_, 196-207. [CrossRef]
* (44) [PERSON] Assessment for Disabled Students: An International Comparison. Qualifications and Curriculum Authority--Gov. UK. 2007. Available online: [[https://dera.ioe.ac.uk/7174/1/Assessment_disabled_international_briefing.pdf](https://dera.ioe.ac.uk/7174/1/Assessment_disabled_international_briefing.pdf)]([https://dera.ioe.ac.uk/7174/1/Assessment_disabled_international_briefing.pdf](https://dera.ioe.ac.uk/7174/1/Assessment_disabled_international_briefing.pdf)) (accessed on 20 July 2023). * (45) [PERSON] _Assessing the Ability of Blind and Partially Sighted People: Are Psychometric Tests Fair?_ RNIB Centre for Accessible Information: Birmingham, UK, 2012. * (46) [PERSON]; [PERSON] _When You Have a Visually Impaired Student in Your Classroom: A Guide for Tachers_; American Foundation for the Blind: Arlington, VA, USA, 2002. * (47) [PERSON]; [PERSON] A comparison of print and braille reading rates on three reading tasks. _[PERSON]. Blind._**2000**, _94_, 146-154. [CrossRef]
* (48) [PERSON] How much extra time do visually impaired people need to take examinations--The case of the SAT. _[PERSON]. [PERSON]_**1989**, _83_, 358-360. [CrossRef]
* (49) [PERSON] The 1973 Stanford Achievement Test series as adapted for use by the visually handicapped. _Educ. Vis.