A high school graduate in Lithuania, who is visually impaired, raised concerns after taking the second part of the mathematics state exam last June. The tasks were provided in Braille and Word format, but the graduate reported difficulties in solving the Word-based tasks due to many equations and inequalities being unreadable with a screen reader. Additionally, he highlighted that the Braille tasks contained drawings that did not meet required standards, complicating his ability to complete the exam.

The graduate also mentioned that he was not given the opportunity to take a mock mathematics exam, which could have better prepared him for the state exam. Furthermore, he pointed out a lack of essential information in his mathematics textbook written in Braille, which hindered his preparation. He criticized the Eduka platform used by many students, noting that its textbooks are not adapted for visually impaired children, thereby leaving him and others in similar situations with limited resources to effectively prepare for state-level exams.

This incident raises important questions about the accessibility of educational materials and assessment methods for students with disabilities in Lithuania. It underscores the need for educational institutions to ensure that all students, regardless of their physical limitations, have equitable access to learning and examination resources, which is crucial for fostering an inclusive education system.