As universities strive to create inclusive learning environments, it’s worth remembering that accessibility in education starts well before enrolment. For international students, a key step in the admissions process is demonstrating English language proficiency – and universities risk excluding talented applicants if this process is not accessible.
Accessibility is not limited to test location, availability or cost. For the IELTS Partners, it’s about removing barriers within the test experience itself. A test is only truly accessible if it enables every test taker to demonstrate their abilities, regardless of individual challenges.
In recent years, online testing has been suggested by some as the ultimate accessibility solution. But does it truly address the full range of test taker needs?
This is about redefining accessibility. It requires moving beyond simplistic ideas of convenience or digital delivery and towards a more nuanced understanding of the test taker experience. Accessibility means more than just getting to a test; it means being able to engage with it fully, with dignity and fairness. In this way, we can distinguish between access (the opportunity to take a test) and accessibility (the ability to fully demonstrate language proficiency in that test without being disadvantaged). Both matter – but only one guarantees equity.
What makes a test truly accessible?
A truly accessible English language test means ensuring that all needs are anticipated and supported.
Test takers may have diverse needs stemming from physical, cognitive, medical or situational challenges: specific learning difficulties, hearing and visual impairments, other medical conditions or infant feeding needs.
Some test takers require screen readers or Braille formats; others may need extended time, breaks for medical reasons, or a quiet space to manage anxiety or sensory overload.
Accessibility is also about maintaining a delicate balance. While accommodations are essential, it is equally important that they do not compromise the fairness, integrity or rigour of the test. IELTS works to make sure that each access arrangement is both supportive and construct-valid – meaning it supports the test taker without changing what the test is intended to measure.
How IELTS ensures accessibility in the testing process
The recent Safeguarding equity, access and inclusion in IELTS concludes that ‘the IELTS test providers make strenuous efforts to address the needs of test takers in a variety of ways’. So, what does this look like in practice? If needed, test takers have access to:
- Braille and large print formats for test takers with visual impairments, and permitted use of a trained scribe, laptop or braille typewriter to record responses. Test versions that can be read by electronic screen readers are also available.
- A lip-reading version of the Listening test for test takers who are hearing-impaired.
- Extended test time and/or extra breaks. These can be highly beneficial for test takers with processing difficulties or medical needs which mean they need longer than others to complete the test, along with the necessary breaks for their comfort.
- Quiet or separate testing rooms and adapted seating for test takers with autism spectrum conditions, social anxiety or physical discomfort.
- Use of coloured overlays to support test takers with dyslexia.
- Reliable test centre infrastructure, such as secure Wi-Fi and calibrated equipment – crucial for those using digital support tools and indeed for all test takers so that they can focus on proving their English level, rather than worrying about unreliable Wi-Fi.
This last point is especially important in the context of a widening digital divide: in many countries where IELTS is taken, consistent and secure internet access cannot be assumed. IELTS test centres provide this technical and infrastructural support to guarantee fair testing conditions in all markets. IELTS helps bridge digital divides to make entry pathways accessible to all.
The accommodations listed are the result of ongoing research, consultation with disability experts and commitment to international best practice. The IELTS test design is also supported by a framework that considers test fairness, cognitive/mental load and contextual validity.
Why is accessibility so important for fair admissions?
University admissions teams play a frontline role in widening access and ensuring fair participation. If entry pathways aren’t accessible, the impact is far-reaching.
The report notes that roughly 15% of the global population lives with some form of disability, and 2–4% experience significant difficulties in functioning. Yet until recently, the needs of these test takers were not always well served in research and test development.
Admissions professionals have a key role to play in reducing these barriers. If a test cannot accommodate the needs of a qualified applicant, that student may be unfairly filtered out, despite having the academic potential to thrive.
The IELTS test recognises this. Access arrangements are carefully validated to ensure they do not compromise what's being measured. For example, extended time supports a test taker with dyslexia to process information accurately – without inflating their language ability. Where a test section cannot be completed (e.g. Speaking, due to medical conditions), exemptions can be granted and indicated on the Test Report Form, supporting informed admissions decisions.
Accessibility is not about different standards; it’s about applying them fairly. When done well, accessibility enables all test takers to engage with the same content and expectations in a way that accounts for their individual context. It is a marker of quality, not compromise.
A call to action for universities
Accessibility in education begins long before a student sets foot on campus. For international applicants, accessible language testing is fundamental to a fair and inclusive admissions process. More than that, it ensures that test takers from a wide variety of backgrounds are able to apply, resulting in a vibrant and diverse student body.
Universities are encouraged to critically evaluate the accessibility practices of the English language tests they accept. Does the provider offer accommodations for a range of needs? Are policies transparent and well-supported by research? Is infrastructure in place to deliver consistent, dignified support?
The recognition of accessibility in this valuable report reaffirms IELTS as a trusted partner in this space. The IELTS test’s robust, research-informed accommodations enable universities to maintain both rigour and inclusion. By choosing test providers who prioritise accessibility, universities support a future that creates an equitable pathway for all students – regardless of background or circumstance.
Read the full research report on IELTS accessibility: Safeguarding equity, access and inclusion in IELTS: A comprehensive review and audit of special arrangements offered to IELTS test-takers with accessibility requirements.