A Perfect Shot at the Wrong Target does not work-aim for the right target=success
Here is your post with the accurate Matt Emmons lesson worked in:
Matt Emmons was one of the best marksmen in the world.
At the 2004 Athens Olympics, he was positioned to win gold. All he needed was one final shot.
He aimed. And fired. He hit a bullseye.
But it was the wrong target.
The shot was perfect, but it did not count.
That mistake cost him the gold medal in that event, but it did not end his story. He kept competing and later won more Olympic medals.
That part matters too.
A perfect shot at the wrong target can cost you greatly, but it does not have to end your future.
That same lesson matters in access technology.
A blind student can become very skilled with a tool, but if that tool does not prepare them for college, employment, documents, math, email, file management, and real-world digital work with peers, they may be aiming at the wrong target.
A tablet or note-taker may support some tasks.
But the world runs on computers and it takes a good decade of instruction from a skilled access tech instructor to teach all the skills needed.
Students need PC skills, screen reader skills, keyboard commands, Word, Google tools, braille displays, file management, and real digital workflows just as their peers.
The goal is not just completing today’s assignment.
The goal is access to college, employment, independence, and a future with options.
A perfect shot only counts when it hits the right target and prepares the student for a stronger future.
At TechVision, blind and low vision students learn how to access education in real time using the same technology and workflow skills required in school, college, work, and life so they can keep pace with their peers independently and confidently.
When instruction begins as early as 3 years of age, students often develop the foundational technology, braille, and academic access skills necessary to progress alongside peers from the very beginning rather than spending years trying to catch up later. Even students who begin later often make remarkable gains and can frequently close significant skill gaps within 1–2 years through intensive real-time instruction and consistent access to technology instruction.
Our students do not simply learn isolated technology commands. They learn how to actively use assistive technology while completing real academic work alongside their peers.
Through live instruction, students develop:
screen reader proficiency using JAWS, NVDA, Narrator, and VoiceOver
braille display fluency using Focus Braille Displays
accessible math and science skills using Word Math Editor, Braille Math Editor, LaTex and Nemeth Code
Canvas, Google Classroom and Office 365 accessibility and all platforms
tactile graphics and STEM access skills
keyboarding and digital workflow independence
file management and organization skills
independent problem solving using real classroom materials
and so much more
Working closely within schools and families, Access Technology Instruction occurs both during live classroom participation and through dedicated 1-on-1 instructional sessions focused on building independence, long-term success, and the ability to independently complete daily assignments and plan workload responsibilities throughout the school week.
Our team includes both blind and sighted instructors with extensive experience using the same technology students are expected to master. This real-world expertise allows instruction to move beyond theory into practical daily application.
Accessibility is not about completing work later. Access is Inclusion.
TechVision continues teaching blind and low vision students around the world through remote instruction designed to build confidence, independence, and meaningful academic access.
Inaccessible Images of Work teachers are buying from inaccessible platforms
Ban inaccessible purchased materials district-wide to prevent Title II failures
Why Teacher Marketplace Worksheets Are Failing Title II-inaccessible image of work
Why Teacher Marketplace Worksheets Are Failing Title II-No way Math
Teachers rely on many marketplace sites for worksheets and classroom materials. These platforms include printable shops, template libraries, curriculum bundles, early childhood packs, subscription marketplaces, and shared teacher resources. Most of this content looks creative, but it is some of the least accessible digital material in education.
These products often come as scanned pages, image-only PDFs, stylized templates, or graphic-heavy worksheets. Blind and deaf students cannot access any of it, and Title II places full responsibility on schools, not marketplace sellers.
Why Marketplace Worksheets Fail Title II
Most marketplace materials violate WCAG 2.1 AA before the lesson begins. Common barriers include:
Image-only worksheets with no real text
Scanned files that screen readers cannot read
Decorative fonts that block OCR
Graphics replacing questions or math steps
Worksheets without headings or structure
Videos without captions or ASL
Lessons with images that lack alt text
Blind students cannot read these materials. Deaf students cannot access embedded videos or audio instructions. Low-vision students cannot enlarge the content without distortion.
Marketplace content blocks access at the point of instruction, which Title II now prohibits.
Schools Must Stop Using Inaccessible Marketplace Content
Title II holds the school accountable for any material assigned to students. That includes purchased content—no matter where it came from.
Schools must:
Remove inaccessible marketplace materials from student access.
Archive them securely so only the original purchaser can access them.
Stop assigning inaccessible products, even if purchased with personal funds.
Approve only accessible content for future lessons.
If this content stays available to students, the school opens itself to complaints, investigations, and penalties.
The Financial and Legal Risks Are Real
A single inaccessible worksheet can trigger:
OCR complaints
Federal monitoring
Required remediation plans
Staff discipline
Loss of employment for repeated violations
Marketplace sellers face no consequences. Schools and teachers do.
Other Marketplaces Also Cause Problems
This issue extends far beyond one platform. Barriers appear across:
Printable shops
Early childhood curriculum sites
Pinterest-style bundles
Etsy printable sellers
Canva template libraries
Subscription curriculum platforms
Teacher “side job” shops
Commercial worksheet sites
Too Many to State here
If the file is image-based, untagged, or graphic heavy, it likely violates WCAG.
Schools must apply the same standard everywhere: If it is not accessible, it should not be used.
Why Remediation Usually Fails
Teachers often try to “fix” marketplace worksheets. Most cannot be repaired.
Reasons include:
Scanned pages contain no text to tag
OCR destroys the layout
Math is stylized and unreadable
Reading order is broken
Copyright prohibits modification
Rebuilding is often easier than remediation.
What Schools Must Do Now
Schools need a clear, enforceable plan:
Ban inaccessible purchased materials district-wide.
Adopt accessible worksheet templates for all staff.
Train teachers to spot inaccessible formats instantly.
Create accessible master curriculum built from scratch.
Require vendors and marketplaces to meet WCAG 2.1 AA.
Audit all teacher-purchased content before it reaches students.
Work with blind and deaf access specialists who test content daily.
This protects students and reduces legal exposure for teachers and districts.
Why This Matters Most
Blind and deaf students lose learning time every day because marketplace content excludes them. They fall behind before the lesson even begins.
Title II changes that. Schools must choose materials that include everyone, not just those who can see or hear the content.
Closing Note: Access Starts With What Schools Buy
Teachers want to help their students. Most do not realize the materials they purchase create the very barriers Title II now forbids. Schools protect students and staff when they stop buying inaccessible content and build accessible materials from the start.
Fix Digital Accessibility Before Title II Enforcement-No access to work
Schools and colleges face serious gaps in digital access. These gaps harm blind and deaf students the most, and they also affect every learner who needs clear, structured content. Title II now requires full WCAG 2.1 AA compliance. Schools must shift from crisis responses to real systems. The good news is that this work is fixable when they follow a clear plan.
1. Start With an Accessibility Audit: Blind and Deaf Students Face the Sharpest Access Gaps
Every school should begin with a full digital audit. This audit must involve experts who use screen readers and braille displays every day on the platforms used in education. Without these specialists, audits miss the barriers that blind students face. Any image-based video must include described content throughout. Schools can find strong examples and guidance at Described and Captioned Media Program (DCMP).
Schools should also check whether interactive elements, buttons, and menus work with keyboard-only navigation. Many blind students rely on keyboard access, and inaccessible controls often block them before the lesson even begins.
The audit should include websites, LMS content, Google Classroom, PDFs, worksheets, videos, vendor platforms, parent portals, and staff materials. Real blind access testers expose problems that automated tools never find. Audits reveal the true accessibility debt. Schools need this view before anything else.
Most deaf learners use ASL as their primary language. They often need an actual signer on digital content as well as written text. Captions alone rarely provide full access, because captions do not follow ASL structure. Find out full details from DCMP.org also.
Schools should start with embedded text on all visual content first. This step creates a basic access layer while teams prepare for ASL. Once content stabilizes, schools can add ASL signers during development.
Schools must include ASL interpretation on videos, lessons, and major digital materials. An ASL signer keeps the message clear, complete, and culturally accurate.
This work must also be audited by a deaf professional who signs. Without that review, digital content remains incomplete and inaccessible.
2. Fix PDFs and Scanned Worksheets First
Most access failures start with inaccessible PDFs-which are actually images of work. Schools can convert scanned worksheets to readable text, add proper heading structure, insert alt text, tag tables, and ensure text reflows on mobile. These steps give blind students access at the same time as their peers. For easy full access, Just put everything into Microsoft WORD and if you can move a mouse cursor through the content, it will be accessible to a screen reader. make sure you add proper headings throughout.
3. Enforce Accessible Google Docs, Slides, and Assignments
Teachers create inaccessible content daily by pasting images of work into what was accessible if typed out properly in google. Schools should require headings, proper contrast, real alt text, logical reading order, described images, and accessible math. This one shift removes thousands of barriers. Currently Math is only fully accessible in Microsoft WORD using the Math editor. Google does not have all the appropriate tools in place to recreate what OFFICE 365 has already done.
Typically, only images of words appear in products from Google, which makes the content completely inaccessible to blind students. Embedded videos also stay inaccessible for deaf learners, because images never give enough detail or language to explain the lesson. Math remains inaccessible across Google products, and blind students cannot access equations without proper structure.
4. Make All Video Content Accessible
Videos must serve blind and deaf students. Schools should ensure accurate captions, audio descriptions, clear narration, and safe visual design. This protects access and reduces legal risk.
5. Replace Inaccessible Vendor Platforms
Many learning apps and platforms still fail WCAG standards. Schools must request VPATs, require WCAG 2.1 AA, demand remediation timelines, and remove non-compliant tools. Title II holds the school responsible, not the vendor. When schools stop buying inaccessible products, vendors will change their design or leave the market.
6. Train Staff in Real Accessibility Skills
Accessibility training must move beyond awareness. Staff need training in screen reader testing, accessible document workflows, caption skills, alt text guidelines, accessible math support, and LMS accessibility checks. Blind and deaf students rely on technology, not sight or hearing. Staff must understand these tools, so they must receive direct instruction from experts who use these tools daily. These specialists can walk staff through the fine details needed to make content fully accessible quickly and easily (relative to what content they already have).
7. Provide Blind and Deaf Students With Real-Time Access
Access cannot arrive days later. Schools should deliver materials at the same time as sighted peers, provide braille or screen-reader-ready files, use CART or interpreters, and ensure accessible assessments. This reduces OCR complaints and supports equal learning.
8. Build an Accessibility Governance Team
Districts need structure to stay compliant. This team sets policy, provides training, monitors compliance, reviews content, approves vendors, and reports progress. Governance turns accessibility from a reaction into a system.
9. Bring in Specialists When Needed
Most schools lack internal expertise. They can partner with certified blindness professionals, deaf education specialists, accessibility technologists, braille experts, and WCAG consultants. Title II allows districts to use outside experts when staff lack training.
10. Address a Damaging Message Still Circulating in Schools
Many professors and teachers still hear, “Check your materials, but don’t worry about them.” This message shows how long schools have ignored accessibility laws. Title II removes the option to delay. Schools must fix inaccessible content, not simply acknowledge it.
11. The Word “Accommodation” Must Go
The word “accommodation” was not removed from Title II, but the new DOJ rule shifts the focus toward accessibility from the start, especially for digital content.
Schools must stop relying on the word accommodation. The term assumes students start with barriers and then wait for fixes. Blind and deaf students lose time every day when access comes after instruction. They fall behind because the content was inaccessible from the start.
Title II requires full access at the moment instruction begins. Students must receive materials in the same format, at the same time, as their peers. This shift removes delay, reduces frustration, and ends the cycle of constant catch-up. True access begins when schools design content correctly, not when they repair barriers later.
12. Make Accessibility Part of School Culture
Accessibility becomes sustainable when it becomes normal. Schools can add accessibility checks to grading policies, include accessibility in evaluations, require captions, post accessible templates, and adopt accessible curriculum materials. Small habits prevent massive remediation later.
13. Remove and Archive All Inaccessible Content by April 23
Schools must remove inaccessible digital content by April 23. They must secure this content so only the original creator can access it. If old materials stay public, anyone can use them to file an accessibility complaint. This creates immediate legal risk for the educational institutions.
Most schools will find it easier to build fully accessible content from the start. Rebuilding old, image-based, untagged, or uncaptioned materials often takes far more time than creating new accessible versions. Schools protect themselves and their students when they remove inaccessible work, archive it safely, and rebuild content using WCAG 2.1 AA standards now so they can be fully uploaded on April 24, 2026.
Closing Note: Access Protects Everyone
Blind and deaf students face the hardest barriers, yet accessible design lifts all learners. Clear content improves structure, readability, quality, and learning across every classroom. Schools that begin this work now protect their students, their staff, and their programs.
Dates to Follow
What this means for schools and colleges
Larger districts and colleges (≥ 50,000 population)
Deadline: April 24, 2026
Standard: WCAG 2.1 AA
Scope: Websites, web content, mobile apps, PDFs, forms, LMS content, videos, social media, and anything accessed through a browser
Smaller districts and colleges (<50,000 population): April 26, 2027
Who Pushed the New Title II Accessibility Rule Through? DOJ building and marker
The rule was created, written, and finalized by the U.S. Department of Justice (DOJ).
Specifically, it came from the Civil Rights Division, which is responsible for enforcing the Americans with Disabilities Act (ADA).
The DOJ explains that it followed the full federal rule-making process — drafting, public comment, revisions, and final publication in the Federal Register on April 24, 2024. Though has been revised to release on Nov 2027 now.
How Did It Get Through?
The rule went through the formal federal regulatory process:
1. DOJ drafted the rule
The Civil Rights Division identified widespread digital barriers in state and local government services — including schools — and drafted a rule to address them.
2. Public comment period
Thousands of disability advocates, parents, educators, and organizations submitted comments urging the DOJ to adopt WCAG 2.1 AA.
3. DOJ revised the rule
They incorporated feedback, clarified requirements, and finalized the technical standard.
4. Final rule published
The rule was officially published in the Federal Register on April 24, 2024.
Once published, it became binding law.
Why Now?
The DOJ gave several reasons in its fact sheet:
1. Government services have moved online
Schools, colleges, and agencies now rely heavily on websites, apps, portals, and digital documents. When these are inaccessible, people with disabilities are excluded from essential services.
2. Digital barriers were widespread and harmful
The DOJ cited examples like blind users being unable to access images without alt text, inaccessible forms, and barriers to participating in school and civic activities.
3. The ADA had no technical standard
For 30+ years, the ADA required access but never named a specific digital standard. This rule finally closes that gap.
4. Pressure from states and lawsuits
States like Colorado had already passed strict digital accessibility laws, and courts were increasingly using WCAG as the de facto standard. The DOJ needed a unified national standard.
So Who Is the Person Behind It All?
There is no single individual publicly credited as “the architect” of the rule — because federal regulations are created by teams, not one person.
But the driving force is:
The U.S. Department of Justice Civil Rights Division
They are the ones who:
Identified the problem
Drafted the rule
Collected public comments
Finalized the WCAG 2.1 AA requirement
Published the rule in the Federal Register
This is the same division responsible for ADA enforcement nationwide.
If you want to name the entity behind the change, it is:
The DOJ Civil Rights Division — the federal body responsible for protecting the rights of people with disabilities.
They pushed it. And wrote it. They finalized it. And enforce it.
And they did it because inaccessible digital content was excluding millions of Americans from essential public services — including education.
“The U.S. Department of Justice Civil Rights Division is the force behind this new rule. They created it to ensure that every child with a disability can finally access their education in real time.”
The new Title II rule applies directly to all state and local government entities — which includes public K–12 schools, public colleges, and public universities.
Private schools are not automatically covered under Title II. But that does not mean they are exempt from accessibility requirements.
Here’s the real picture
1. Private Schools Are Covered Under ADA Title III (Not Title II)
Private schools — including:
Private K–12 schools
Private colleges
Private universities
Religious schools (with some exceptions)
are covered under ADA Title III, which prohibits discrimination by “places of public accommodation.”
Education is explicitly listed as a public accommodation.
This means private schools must still provide equal access, including digital access.
2. Title III Does Not Name WCAG 2.1 AA — But Courts and DOJ Use It Anyway
Even though Title III doesn’t name a specific standard, the DOJ and federal courts have repeatedly used WCAG as the benchmark for accessibility.
And now that the DOJ has formally adopted WCAG 2.1 AA for public entities, it becomes the default expectation for private schools too.
In practice:
If a private school’s website, LMS, or digital content is inaccessible, they can still be found in violation of the ADA.
3. Private Schools Can Still Face:
DOJ investigations
OCR complaints (if they receive federal funds)
Lawsuits under ADA Title III
Section 504 complaints (if they receive federal funds)
Court‑ordered remediation
Damages and attorney’s fees
Private schools are sued for digital inaccessibility every year, and the new Title II rule strengthens the legal argument families can use.
4. Private Schools That Receive Federal Funding Must Follow Section 504
If a private school receives any federal funding — even a single program — they must comply with Section 504 of the Rehabilitation Act, which requires:
Equal access
Non‑discrimination
Accessible digital content
This includes:
Private schools with lunch programs
Private schools receiving IDEA funds
Private colleges receiving federal student aid
Private schools receiving grants
Section 504 is powerful — and enforceable.
5. Private Schools Are Already Feeling Pressure to Match Public School Standards
Here’s the part families will care about:
Private schools cannot fall behind public schools.
If public schools must meet WCAG 2.1 AA:
Parents will expect the same from private schools
Students will demand equal access
Lawsuits will reference the new rule
Vendors will shift to WCAG 2.1 AA
Accreditation bodies will begin asking questions
Private schools that ignore accessibility will lose:
Students
Reputation
Competitive standing
6. What This Means for Families in Private Schools
Your child has the right to:
Accessible digital content
Accessible websites
Accessible apps
Accessible videos
Accessible documents
Accessible learning platforms
Equal participation
Real‑time access
Even in a private school.
And now, with the new Title II rule setting a national standard, families have more leverage than ever to demand accessibility.
7. What This Means for Private School Teachers and Administrators
Private schools must now:
Train staff in accessible digital design
Ensure LMS platforms are accessible
Fix inaccessible PDFs and documents
Caption and describe videos
Ensure apps and websites work with assistive technology
Provide accessible materials in real time
Even though Title II doesn’t apply directly, the expectations and legal pressure absolutely do.
Bottom Line: Private Schools Are Not Exempt From Accessibility
They may not fall under Title II, but they are still bound by:
ADA Title III- https://www.accessibility.works/blog/higher-ed-ada-compliance-requirements-road-map/
Section 504 (if federally funded)
Civil rights laws
Court precedent
DOJ enforcement
Parent advocacy
Market pressure
And now that WCAG 2.1 AA is the national standard for public education, private schools will be expected — and pushed — to meet it too.
For decades, families of children with disabilities have carried a quiet, heavy burden. You’ve watched your child struggle to access schoolwork that wasn’t designed for them. And You’ve fought for accommodations that came too late — or didn’t come at all. You’ve watched your child work twice as hard for half the access. You’ve been told to “wait,” “be patient,” or “we’ll try.”
But now, something extraordinary has changed. Those educational systems that do not comply will feel the impact as families who are affected by inaccessible schools have power to change what is happening.
In April 2024, the U.S. Department of Justice issued a landmark update to Title II of the Americans with Disabilities Act, requiring every public school, college, and state/local government to make their websites, digital learning platforms, documents, videos, and mobile apps accessible by following WCAG 2.1 Level AA — the most widely recognized accessibility standard in the world.
This is not a suggestion. It is not a guideline. This is federal law.
And for the first time, every child with a disability has a clear, enforceable right to full, equal, real‑time access to their education.
Title II With Teeth-young lady in Wheelchair with laptop
What This Means for Your Child — No Matter Their Disability
This rule protects children with:
Blindness or low vision
Deafness or hearing loss
Learning disabilities
Cognitive disabilities
Autism
Mobility impairments
Speech/language disabilities
Chronic health conditions
Multiple disabilities
Every child who needs accessible digital content is now covered.
Your child now has the right to:
Access schoolwork at the same time as their peers
Use assistive technology without barriers
Receive accessible videos, documents, and online lessons
Navigate school websites and apps independently
Participate fully in online learning
Receive materials in formats that work for them
Learn without waiting for someone to “fix” inaccessible content
This is the strongest protection children with disabilities have ever had.
Why This Rule Is a Turning Point
For years, schools relied on “accommodations” — reactive fixes that often came too late. This rule requires proactive accessibility, meaning:
Teachers must create accessible materials from the start
Districts must train staff
Vendors must provide accessible platforms
Colleges must ensure accessible admissions, financial aid, and coursework
Schools must test content for accessibility
Students must receive equal access in real time
This is a complete shift in how education must operate.
Title II With Teeth-Access All Work with peers
Why This Is Good News — Even If Schools Are Scrambling
Yes, schools and colleges are panicking. They are overwhelmed. Yes, they are realizing how much work they must do.
But that panic is not a bad thing.
It means the system is finally being held accountable. That families no longer have to beg for access. It means students no longer have to wait. It means the law is finally on your child’s side.
For the first time, the federal government has said clearly:
“Your child deserves equal access — and schools must provide it.”
What This Means for Teachers
Teachers are not expected to become accessibility experts overnight. But they are expected to learn the basics of accessible design — and districts are required to train them.
This rule gives teachers:
Clarity
Structure
Support
Training
Tools
A roadmap
And it gives them the ability to reach every learner, not just those who can see, hear, read, or process information in typical ways.
What This Means for Families
You now have:
A clear legal standard
A federal rule with deadlines
A right to accessible digital content
A right to equal participation
A right to real‑time access
A right to file complaints if access is denied
You no longer have to accept:
“We don’t know how”
“We’ll fix it later”
“We don’t have time”
“We don’t have training”
“We didn’t think about that”
Your child’s right to access is no longer negotiable.
What This Means for Students
This rule opens the door to:
Independence
Confidence
Dignity
Participation
Inclusion
Real learning
Real opportunity
Every child deserves to learn without barriers. And Every child deserves to be included. Every child deserves to be seen, heard, and supported.
And now, the law finally reflects that truth.
A Message of Hope
For every parent who has cried at the kitchen table. And For every teacher who has tried to help without the tools. For every child who has felt left out, behind, or invisible.
This is your moment.
A new era of accessibility has begun — one where your child’s right to learn is protected, enforced, and honored.
And we are going to make sure every child gets the education they deserve.
In April 2024, now delayed to Nov 2027, the U.S. Department of Justice published its final rule updating Title II of the ADA to require that state and local governments make their websites and mobile apps accessible by conforming to WCAG 2.1 Level AA. (WCAG 2.1 AA) or face the consequences.
This is the first time the DOJ has formally adopted a specific technical standard for digital accessibility under Title II.
All state and local government entities, including:
State agencies
Counties, cities, municipalities
Independent school districts
Special district governments
Contractors or vendors providing public‑facing digital services on behalf of these entities
This includes any third‑party platform used to deliver services (payment portals, scheduling systems, learning platforms, etc.).
Compliance deadlines
The DOJ set two compliance timelines:
April 24, 2026 → Entities with 50,000+ population
April 26, 2027 → Entities with <50,000 population and special districts
These dates apply to full conformance with WCAG 2.1 AA for all covered digital content.
What WCAG 2.1 AA requires
WCAG 2.1 AA addresses barriers affecting people with:
Blindness or low vision
Deafness or hearing loss
Cognitive or learning disabilities
Mobility or dexterity impairments
Key requirements include:
Text alternatives for images
Captioning and audio description for video
Keyboard accessibility for all functions
Sufficient color contrast
Logical heading structure
Resizable text and responsive layouts
Avoiding motion‑based inputs (e.g., shaking a device)
Touch target size and spacing for mobile apps
What content is covered?
The rule applies to all web content and mobile apps a public entity provides or makes available. This includes:
Websites
Mobile apps
Online forms
PDFs and digital documents
Portals and dashboards
Learning platforms
Third‑party tools used to deliver public services
What content is not required to comply?
The rule includes limited exceptions:
Archived web content
Preexisting traditional electronic documents (e.g., old PDFs)
Content posted by non‑affiliated third parties
Password‑protected individual documents
Preexisting social media posts
These exceptions are narrow—most active, public‑facing content must meet WCAG 2.1 AA.
Why the DOJ adopted WCAG 2.1 AA
The DOJ emphasized that inaccessible digital services create real barriers—for example:
Blind users unable to access images without alt text
Inaccessible forms blocking access to voting, tax info, or school services
Barriers to participating in civic events
The rule aims to ensure equal access to essential public services.
What this means schools, colleges and any educational institution
For blind/low‑vision students and families receive real‑time, nonvisual access to digital content. WCAG 2.1 AA now gives legal backbone for the accessibility standards people advocate for—especially around:
Alt text
Keyboard access
Logical structure
Screen‑reader compatibility
Accessible PDFs
Mobile app access ease with braille display or Voice Over
Captioning and audio description
This is a powerful tool for your advocacy with districts, IEP teams, and state agencies.
You’re not imagining it — public colleges and universities really are scrambling, and the panic is coming from several very real, structural reasons that the higher‑ed sector has been avoiding for years. Here’s what the current reporting and expert analysis show, grounded in the sources we just pulled.
Why colleges and Schools are panicking about the new Title II WCAG 2.1 rule
1. The rule is no longer “guidance” — it’s enforceable law
Public colleges and universities are now legally required to meet WCAG 2.1 AA across all digital services. This is a major shift from the old “best practice” era.
For higher ed, which has thousands of pages, PDFs, videos, portals, and legacy systems, this is a massive lift.
2. The deadlines are tight — especially for large institutions
Public institutions serving populations of 50,000+ must comply by April 24, 2026. Smaller ones have until April 26, 2027.
Most colleges are nowhere near WCAG 2.1 AA compliance today.
3. Higher ed has huge accessibility debt
Experts note that colleges have:
Decentralized web teams
Fragmented domains
Thousands of legacy PDFs
Inaccessible videos
Third‑party tools that aren’t compliant
This means they’re not starting from zero — they’re starting from negative.
4. Colleges have been relying on “accommodations,” not accessible design
For years, many institutions leaned on disability services offices to “fix” inaccessible content after the fact. The new rule requires proactive accessibility, not reactive accommodations.
This is a cultural shift higher ed has resisted for decades.
5. The exceptions are narrow — and colleges hoped they’d be broader
The DOJ’s exceptions (archived content, pre‑existing social media posts, third‑party content, etc.) are very limited.
Most active content must be fully accessible.
6. Colleges and schools fear litigation and OCR complaints
Higher ed is already a top target for ADA and Section 504 complaints. Now that WCAG 2.1 AA is the explicit legal standard, colleges know enforcement will increase.
7. They know they can’t fix this with a one‑time project
Experts warn that accessibility must become a digital operating model, not a “compliance project.”
That means governance, training, workflows, and accountability — areas where higher ed is historically weak.
As Our team teaches blind low vision, this article is directed toward that population but this is true for ALL populations of children.
For decades, blind and low‑vision students have been expected to “make do” with inaccessible schoolwork, delayed accommodations, and digital tools that were never designed for them. Parents have fought and Teachers of the visually impaired have patched and remediated-transcribed work until late in the evenings. Students have worked twice as hard for half the access.
But now, everything is changing.
In April 2024, the U.S. Department of Justice issued a landmark update to Title II of the Americans with Disabilities Act, requiring all state and local governments — including every public school district in the country — to make their websites, digital learning platforms, documents, and mobile apps accessible by following WCAG 2.1 Level AA.
This is not guidance or a suggestion. This is federal law.
And for the first time, our children have a clear, enforceable right to full, equal, real‑time access to their education.
Why this rule matters so much for blind and low‑vision students
Blind and low‑vision students have always been the most impacted by inaccessible digital content. When a worksheet is posted as an image, when a math assignment is scanned sideways, when a teacher uploads a PDF with no tags, when a learning platform isn’t keyboard accessible — that student is locked out.
The new rule changes that.
WCAG 2.1 AA requires schools to ensure:
All images have alt text
All documents are structured for screen readers
All videos have captions and audio description
All platforms work with keyboard navigation
All math and STEM content is accessible
All mobile apps are operable for non-visual users
All content is perceivable, operable, understandable, and robust
This is the first time the federal government has said, in clear language: “Your digital content must be accessible from the start.”
No more waiting or retrofitting. No more “we’ll fix it later” or “we didn’t know.”
Why schools are scrambling or should be scrambling— and why that’s good news
K–12 districts are suddenly realizing that:
Teachers create inaccessible content every day
Thousands of PDFs and worksheets must be remediated
Google Classroom, Schoology, Canvas, and other platforms must meet WCAG
Vendor tools must be accessible — and the district is responsible if they’re not
They need training, workflows, and accountability
They must comply by 2026 or 2027, depending on district size
This is overwhelming for them — but it’s also the first time blind and low‑vision students have the law fully on their side… as do all students!
So if you hear panic you’re it is not a bad thing. It’s the sound of a system finally being required to do what it should have done all along.
What this means for your child
It means your child has the right to:
Access their schoolwork at the same time as their peers
Use screen readers, magnification, braille displays, and other tools without barriers
Receive accessible math, science, and STEM content
Navigate school websites and portals independently
Access digital textbooks and curriculum materials
Participate fully in online learning
Receive materials in formats that work for them — every time
This is not optional. Or “if the teacher has time.” This is not “if the district can figure it out.”
This is their legal right.
What this means for teachers
Teachers are not expected to become accessibility experts overnight. But they are expected to learn the basics of accessible digital design — and districts are required to train them.
This rule gives teachers clarity, structure, and support. It gives them a roadmap. It gives them permission to slow down and do things right.
And it gives them the tools to reach every learner, not just those who can see the screen.
What this means for TVIs and accessibility professionals
For years, TVIs have been forced into the role of “fixer” — remediating inaccessible content after the fact, often late at night, often under pressure, often without the authority to change the system.
This rule changes your role.
You are no longer the emergency repair technician. You are now the accessibility leader your district must rely on.
Your expertise is finally recognized as essential, not optional.
Why this is a moment of hope
For the first time in U.S. history, blind and low‑vision (and all) students have a federal rule that:
Names the standard
Sets the deadlines
Defines the expectations
Holds districts accountable
Protects students’ right to equal access
This is the beginning of a new era — one where our children can learn, participate, and thrive without barriers.
And for families who have spent years advocating, fighting, and explaining the same issues over and over, this rule is a long‑awaited validation:
Your child deserves full access. All children deserve independence. Your child deserves equal opportunity. And now, the law finally backs you up.
Is your computer running slow, freezing, or taking forever to start up? Speed Up a Slow Computer with a few simple maintenance steps can make a huge difference. This is especially true for beginners and blind/low‑vision users who rely on consistent performance with JAWS or NVDA.
In this TechVision tutorial, I walk you through practical, real‑life steps to speed up your PC and keep it running smoothly:
✔ Update your .NET Framework Having the latest .NET installed in your Control Panel helps programs run correctly. It also reduces system errors.
✔ Manage your startup programs Too many apps launching at boot can slow everything down. Turning off unnecessary startup items gives you a faster, cleaner start.
Keep Windows and Office updated
Regular updates improve performance, stability, and security — and prevent many common slow‑computer issues.
✔ Declutter your system Uninstall programs you don’t use and delete temporary files to free up space. This also reduces background load.
✔ Run a full antivirus scan Malware can dramatically slow down your system. A full scan helps identify and remove hidden threats.
✔ Perform regular maintenance Disk Cleanup, defrag (for HDDs), or optimize for SSD and clearing temp files all help your computer run more efficiently.
These steps are simple, effective, and perfect for anyone building independence and confidence with their technology.
TechVision: Empowering real‑life tech skills with clarity, accessibility, and confidence.Video with steps here
Struggling to find your drives or open File Explorer quickly? Adding the This PC icon to your desktop is one of the fastest ways to navigate Windows — especially for beginners, blind/low‑vision users, and anyone building confidence with their computer.
In this quick TechVision tutorial, I show you how to turn on desktop icons, place This PC right where you need it, and get instant access to your drives, folders, and storage. A simple change that makes a big difference in independence and efficiency.
Whether you’re teaching students, supporting a family member, or learning for yourself, this step gives you a clean, predictable starting point every time you sit down at the computer.
TechVision: Building real‑life tech skills with clarity, confidence, and accessibility at the center.
The iPhone is the most powerful accessibility tool available to blind and low‑vision students today. With the right skills, it becomes a map, a magnifier, a reader, a communication device, a travel tool, and a pathway to independence.
This guide gives students, parents, teachers, and O&M instructors everything needed to build real-world iPhone skills from basic Siri commands and VoiceOver gestures to advanced navigation and daily-living tools. Use it as a curriculum, a quick reference, or a step-by-step learning path.
A TechVision Core Resource
The iPhone gives blind and low-vision students real independence. With the right skills, it becomes a map, a reader, a magnifier, a travel tool, and a partner for daily life. This guide helps students, parents, and teachers build strong iPhone skills one clear step at a time.
Lessons- follow these steps
1. Getting Started
The guide begins with simple setup steps that build confidence fast.
Accessibility Shortcut–You can press home button at any time and just say: “Siri open Accessibility” or wherever you need to go for what you need to do
Where to find it: Settings → Accessibility → Accessibility Shortcut Students turn features on and off with a quick triple-click.
Key tasks:
Set VoiceOver, Zoom, or Magnifier
Set up Siri for hands-free support
Add emergency contacts
Customize Control Center
Organize the Home Screen
Core Access Features
VoiceOver
Zoom
Magnifier
Display and text adjustments
First Skills to Teach
Turn VoiceOver on or off
Learn basic gestures
Use Siri for fast tasks
Adjust speech rate
Open and close apps
2. VoiceOver Skills
Students grow from simple gestures to full digital literacy.
Beginner
Where to find it: Settings → Accessibility → VoiceOver
Explore the screen
Activate items
Use basic Rotor options
Start typing with VoiceOver
Intermediate
Edit text
Use the App Switcher
Navigate long pages
Move by headings or links
Use dictation
Advanced
Where to find it: Settings → Accessibility → VoiceOver → Activities / Braille / Rotor Actions
Customize the Rotor
Use Activity profiles
Use Braille Screen Input
Work in complex apps
3. Navigation & O&M with iPhone
Orientation Tools
Look Around-outside navigation
Compass
Landmarks
Spatial audio
Seeing AI
Clew-inside navigation Where to find them: Maps and Compass apps
Dropping Pins
Drop a pin with VoiceOver: Maps → Current Location → Rotor → Drop Pin
Drop a pin with Siri: “Drop a pin.”
Label and save locations
Add Favorites
Create walking routes
Real-World Travel Skills
Walking directions
Bus stop navigation
Checking surroundings
Soundscape-style apps
Safe campus routines
Safety Tools
Where to find them: Settings → Emergency SOS, Find My, Messages
Emergency SOS
Location sharing
Device tracking
Safe communication practices
4. Apps for Daily Living
Vision Support Apps
Where to find them: App Store
Seeing AI
Be My Eyes
Envision
Magnifier
Productivity Tools
Reminders
Calendar
Notes
Shortcuts
Timer and alarms
School & Work
Files
Email
Safari
Reading apps
Document scanning
5. Low Vision Tools & Strategies
Visual Settings
Where to find them: Settings → Accessibility → Display & Text Size
Contrast
Bold text
Reduce transparency
Color filters
Invert colors
Magnification Tools
Where to find them: Settings → Accessibility → Zoom Control Center → Magnifier
Zoom
Magnifier
Camera zoom
Flashlight for clarity
Reduce Fatigue
When to switch from Zoom to VoiceOver
When audio improves endurance
How stands and holders help
6. Parent Guide
Parents help skills grow through simple routines.
Focus areas:
What to teach at each age
How to practice safely
How to reduce frustration
When to add new apps
How to build daily habits
Where to find key tools: Settings → Screen Time, Settings → Emergency SOS
7. Teacher Guide
Teachers integrate iPhone skills into daily instruction.
Teach VoiceOver
Skill progression
Gesture modeling
Rotor instruction
Text-editing practice
Then Navigation
Classroom → hallway → campus
Pinning school locations
Safe movement routines
Teach Organization
Where to find it: Press and hold any app → Edit Home Screen
Folder creation
Notifications
Calendar and reminders
Assessment
Define mastery
Measure progress
Write goals and objectives
8. Learning Paths
Beginner Path
Activate Accessibility Shortcut
Learn basic gestures
Practice the Rotor
Use Siri for quick tasks
Drop a first pin
Intermediate Path
Edit text
Navigate long pages
Use Maps
Use Seeing AI
Organize the Home Screen
Advanced Path
Braille Screen Input
Custom Rotor
Advanced Maps skills
Shortcuts automation
Real-world travel practice
9. Lesson Index
This section lists all iPhone lessons. Each item includes:
A clear title
A short description
A consistent layout
This turns the page into a complete curriculum hub.
Person navigating LinkedIn with JAWS commands using braille display and screen reader
Navigating LinkedIn with JAWS commands or any screen reader doesn’t have to be overwhelming. With the right JAWS commands, blind and visually impaired professionals can confidently connect, network, apply for jobs, and build a strong online presence. This guide walks you through the essential JAWS shortcuts and navigation strategies that make LinkedIn fully accessible — whether you’re a student preparing for your first job search, a professional expanding your network, or an educator supporting blind learners. TechVision is committed to empowering every user with the tools they need for independence, confidence, and success online.
Keyboard shortcuts for LinkedIn with Jaws
Use LinkedIn with JAWS commands to move quickly through the interface. Press Ctrl+Home, then Tab through the first three items until you reach the options you want. Press Enter to open the shortcut menu and enable quick‑navigation features on the page. These are essential LinkedIn with JAWS commands for efficient navigation
Change your cursor insert z on or off based on what you need to do
To read every line insert z on and insert ; on then down arrow
Access Barriers in Testing for Blind Students- Difference between blind (1 item at a time) and sighted learners (see all in 1 look)
All Test-Taking Challenges and Access Barriers for Blind and Low-Vision Students in Standardized and Classroom Testing
I. Barriers in Refer‑Back Test Questions for Screen Reader Users
Purpose of This Report
Blind and visually impaired test takers who rely on screen readers such as JAWS or NVDA, with or without a braille display, face significant barriers when assessments require rapid reference to earlier paragraphs or statements. These formats are inherently visual and not accessible in their current design.
1. Description of the Test Format
Many standardized test items require students to:
Read a question
Refer back to a paragraph, statement, or numbered section
Return to the question and select the correct answer
Sighted test takers can visually scan and relocate information instantly. Screen reader users cannot.
2. Why This Format Is Not Accessible to Screen Reader Users
2.1 Loss of Visual Proximity
Screen readers present content linearly, not spatially. Sighted students see the question and referenced paragraph in the same visual field; blind students do not.
2.2 Excessive Navigation Required
To “refer back,” a blind student must navigate backward through multiple elements, locate the correct paragraph, reread it, then navigate forward again to find the question. This process is slow, cognitively demanding, and fundamentally different from the visual experience the test assumes.
2.3 Increased Cognitive Load
Screen reader users must retain the paragraph in memory, relocate the question, and answer while juggling both sets of information. This creates a dual cognitive burden sighted students never encounter.
2.4 Timing Disadvantage
Linear navigation takes significantly longer than visual scanning. This is a structural access barrier, not a skill issue.
3. Why a Sighted Reader Restores Equal Access
A trained sighted reader allows the blind test taker to:
Hear the question and referenced paragraph immediately
Avoid unnecessary navigation delays
Demonstrate knowledge rather than screen reader navigation skills
This restores equal access, not an advantage.
4. Recommended Solutions
4.1 Immediate Access Support
Provide a human reader for all refer‑back items so blind test takers can access referenced material at the same speed as sighted peers.
4.2 Long‑Term Accessible Test Design
To make future tests independently accessible:
Place referenced paragraphs directly above the question
Provide a “Repeat Paragraph” button or link
Use collapsible sections operable with a single keystroke
Label paragraphs with headings or landmarks
Avoid long‑distance navigation requirements
These practices align with WCAG 2.2 and accessible assessment standards.
II. Barriers Created by Inadequate Image Descriptions for Blind Test Takers
Purpose of This Section
Image‑based test items—charts, diagrams, maps, graphs, illustrations, and labeled pictures—are inaccessible when alt text is incomplete. Blind students require accurate descriptions and, when appropriate, tactile materials to access visual information equitably.
1. Description of the Test Format
Many test questions require students to:
View an image
Interpret visual details
Answer questions based on those details
Sighted students can scan images instantly. Blind students rely entirely on alt text and screen reader output.
2. Why Inadequate Alt Text Makes the Test Inaccessible
2.1 Alt Text Lacks Critical Details
Alt text often reflects limited understanding of what blind users need. Vague descriptions such as “a chart” or “a diagram of a cell” do not provide the information required to answer test questions.
2.2 Screen Readers Cannot Interpret Images
A screen reader only reads the alt text provided. If the alt text is incomplete:
The student receives no meaningful information
The student cannot analyze the image
The student cannot answer the question
2.3 Visual Information Is Spatial
Images rely on position, direction, size, patterns, color coding, and labeled locations—details that require a complete verbal description or tactile representation.
3. Impact on Blind Test Takers
3.1 Severe Information Loss
Incomplete or vague alt text omits key data, relationships, labels, and overall structure. When test questions rely on images, the assessment no longer measures the student’s knowledge—it measures the limitations of the format. A trained sighted human describer who works directly with the blind student can provide the detailed visual information necessary for equal access and valid assessment.
3.2 Increased Cognitive Load
Blind test takers must infer missing details, hold incomplete information in memory, and attempt to answer without full access. This creates an inequitable cognitive burden.
3.3 Timing Disadvantage
Blind students rely on detailed descriptions, trial‑and‑error navigation, and tactile graphics, resulting in significant time loss.
4. Why a Sighted Human Describer Is Essential for Equal Access
A trained describer can:
Verbally explain the image in full detail
Identify labels, relationships, and spatial layout
Provide tactile graphics when appropriate
Answer clarifying questions about structure (not content)
This ensures blind test takers understand the image at the same conceptual level as sighted peers.
5. Recommended Solutions
5.1 Immediate Access Support
Provide a trained sighted describer who can deliver complete visual information and support understanding of image‑based content.
5.2 Long‑Term Accessible Test Design
To make image‑based items independently accessible:
Provide complete, descriptive alt text
Include long descriptions for complex graphics
Offer tactile graphics
Use clear, structured metadata
Follow WCAG 2.2 and accessible assessment guidelines
Final Summary
Refer‑back questions and image‑based test items create significant access barriers for blind students who rely on screen readers or braille displays. These barriers stem from visual assumptions built into test design—assumptions that do not translate to linear, audio‑based navigation or incomplete alt text. Equal access requires redesigning assessments to remove visual dependencies and, when necessary, providing trained human support such as readers or describers. When tests are built with accessibility in mind, they measure what students know—not how well they can navigate inaccessible formats.
This applies to all types of testing, so teachers must stay aware and provide full support for the blind or low-vision student in their classroom.
JAWS UEB MATHS/Nemeth Settings-Word and Braille Math Editor
If you’ve ever struggled to get JAWS to read math correctly on your computer, this walk-through will make your life much easier. In this video, I demonstrate how to set JAWS for either UEB Maths or Nemeth math using the JAWS UEB/Nemeth Settings, then show you how to create accessible math using Word’s Math Editor and the Braille Math Editor. Whether you’re a TVI (Teacher of the Blind), a student, or an AT (Access Technology) specialist, these steps will help you produce clear, accurate, and accessible math every time.
WORD MATH EDITOR Setup
1. Open the Math Editor
Alt + =
2. Open the Equation Tools tab
Alt + J, E
3. Open Math Options (Settings)
T, 1 (This opens the Math Options dialog.)
4. Set Alignment to Left Inside the Math Options dialog:
Alt + J → moves to Justification
L → Left alignment
Alt + D → Set as Default
Tab, Tab → to OK
Enter
When asked to save as default, choose Yes (This saves the settings to the Normal template.)
5. Check Conversion (if math looks wrong)
While inside a math zone:
Alt + =
Alt + J, E
C → Convert
Make sure it is set to Professional
WORD MATH EDITOR — Command Sequence (JAWS + Keyboard)
Open the Math Editor
Press Alt + = This inserts a new math zone and opens the Word Math Editor.
Move in and out of the math zone
Right Arrow → move into the math zone
Right Arrow again → move through elements
Left Arrow → move backward
Esc → exit the math zone and return to normal text
Insert common structures
Fraction → Ctrl + /
Exponent → Ctrl + Shift + =
Subscript → Ctrl + =
Square root → type \sqrt then press Space
Matrix → type \matrix then press Space
Parentheses → type ( then ) (Word auto‑sizes them)
Accessibility opens the world for blind and low-vision people. Access Tech Lessons can help users get the most out of these tools by offering step-by-step guides and support. It removes limits, builds confidence, and gives you real control of your daily life. With the right tools, navigation becomes possible, learning becomes smoother, and work becomes fully accessible.
This page brings together practical lessons that teach you how to use the technology that matters most. Each lesson stays simple, direct, and hands-on so you can learn with confidence. You will explore screen readers, braille displays, iPhone navigation, accessible math tools, and the skills needed to work, study, and travel independently.
As you move through each lesson, your skills will grow, and your world will open. Access becomes freedom. Freedom becomes opportunity. And opportunity builds a future filled with purpose and vision.
Dr. Denise M. Robinson, PhD, CTVI, AT, and CEO of TechVision, LLC, leads worldwide remote teaching for blind and low vision students. Her YouTube channel, @DrDeniseMRobinsontech and this website, showcases making digital math accessible with MathCat with JAWS, or NVDA. This video provides 8 different ways to complete digital math with several options using the Braille Math Editor in WORD for UEB or Nemeth math, highlighting the advantages of Nemeth or UEB via MathCat. Links with full video lessons from this video follow. She also demonstrates reading math on a Braille display and creating or making complex formulas accessible. AI tools like MathKicker.AI enhance efficiency. The series includes geometry and graphing with Desmos. Dr. Robinson emphasizes that digital access is crucial for competitive education and inclusion with peers. Learn how to teach or Learn UEB Math Code.
Nemeth or UEB via MathCat: 8 videos on Math Access in WORD and Braille Math Editor with JAWS or NVDA
Life IS a competition and Digital access is key with Instruction
Life is a competition, and digital access is essential. It levels the playing field, enabling equal opportunities for everyone. Digital tools enhance skills and productivity. They open doors to education and employment. Having a qualified access technology instructor is crucial for teaching students Nemeth and UEB math codes to access everything their peers do. Embracing technology is vital for success and inclusion in today’s world. MathKicker. AI for Matrices with NVDA or JAWS-Speed in completing Work
Access Technology Training Lessons provide detailed instruction to enhance your skills.
TechVision provides direct, remote training to students and clients around the world. We teach exactly what each learner needs so they can access the same work as their peers. Additionally, we focus on real assignments, real deadlines, and real expectations from school, work, or rehabilitation programs.
We tailor every lesson to the student’s current tasks and long‑term goals. This individualized approach builds confidence, independence, and strong academic performance. Furthermore, we write IEP goals directly related to each student’s needs, ensuring progress, and school expectations align per grade level and skill.
Students learn to use screen readers, braille displays, and other access technologies to complete the same documents, graphs, tests, and projects as their classmates. This targeted training prepares students for success in school, work, and daily life. Additionally, many TechVision Specialists are blind themselves and provide authentic guidance that strengthens student independence. In addition to being incredible mentors.
Remote teaching with Access Training Teacher
In addition to live remote lessons, learners, families, and educators can continue building skills through yourtechvision.com and our YouTube Channel. These videos demonstrate access technology in action and allow people to review, practice, and learn at their own pace. Moreover, districts, rehab centers, and private clients often combine direct training with these resources for ongoing support.
TechVision Access Training Instruction Model
TechVision’s model blends real‑time, one‑on‑one teaching with on‑demand video lessons. This combination ensures students can meet immediate expectations and continue growing independently over time. Ultimately, our goal is equal access to education, work, and life through practical, powerful training using access technology.
TechVision’s empowers lifelong learning and independence.Additionally, our YouTube Channel and website offer ongoing access to essential skills and demonstrations.
TechVision Access Instruction is the TechVision Difference. Dr. Robinson and her Tech Vision team provide one-on-one and school team remote instruction for visually impaired individuals in real time. They enhance technology skills for students, adults, and groups by teaching them to use assistive technologies like PC computers, screen readers (JAWS, NVDA, Narrator), and Braille displays. This approach ensures students complete their work alongside peers without needing extra time
TechVision Access Instruction aims to transform education for the blind and visually impaired. They combine the right technology with effective instruction. They offer teaching internships to advanced students, providing hands-on job skills that enhance resumes for future employment or college applications. Their goal is to empower visually impaired individuals to achieve their full potential and navigate the world confidently.
TechVision Website
Our Mission and Purpose is enable blind and visually impaired students the ability to access and complete work as their sighted peers. This requires, screen readers, braille displays and other access technology.
Technology that gives you VISION with Access Instruction
The TechVision mission and purpose, led by Dr. Robinson and her highly skilled TechVision Specialists, are to change lives via instruction in access technology, enabling inclusion and educational equality.
The TechVision Specialists are uniquely skilled in teaching blind and low vision students. They focus on direct instruction on all technology like computers(requires Local Admin Access), screen readers, Braille displays, and smartphones. This approach has revolutionized the educational experience for blind and low vision students and clientele. Their expertise and global reach have significantly impacted students. They empower students to access information and navigate the world on an equal footing with sighted peers.
Additionally, TechVision collaborates with school districts and private entities to address the evolving needs of education. This collaboration promotes independence and inclusion in both classrooms and the job market. By equipping students with essential skills, TechVision creates an environment of true equality. As a result, opportunities become accessible to everyone, regardless of visual impairment.
TechVision specializes in teaching all subjects, especially advanced mathematics, to blind and visually impaired students. This enables them to succeed academically. Many of these students pursue majors in Applied Mathematics at prestigious institutions, including Harvard University. They use innovative methods to ensure blind and low vision students perform at the same high level as their sighted peers.
Integration
Additionally, TechVision integrates tools like Artificial Intelligence (AI), word processors, screen readers, and Braille displays to support student success. These tools allow visually impaired students to produce work comparable to their classmates. Consequently, this promotes integration and equal opportunities in academic environments: Even to the point that you can Make an Electronic Signature -Then insert it into a Document.
Access the table and links with screen reader with navigation commands
Accessing tables and links in Google Slides with a screen reader is straightforward though at times seems inaccessible. First, ensure screen reader support is enabled. To do this, press Ctrl + Alt + Z. This command activates screen reader support in Google Slides and for more google videos, open link.
Next, to access the table and links with screen reader with navigation commands, navigate to the table. Use the arrow keys to move through the slides. When you reach the desired slide, press Alt + / to open the search menu. Type “insert table” and press Enter. This action inserts a table into your slide, making use of Google Slides navigation commands.
Table in Google Docs
To navigate the table:
Use the arrow keys. Each cell is read aloud by the screen reader. To move to the next cell, press the Right Arrow key. To move to the previous cell, press the Left Arrow key. Similarly, use the Up and Down Arrow keys to navigate vertically.
Also, accessing links in the table and links with screen reader with navigation commands is also simple. Navigate to the slide containing the link. Press Tab to move through the interactive elements. When the screen reader announces the link, press Enter to activate it. Ensure you are familiar with Google Slides navigation commands to make this process easier.
For more efficient navigation, use the screen reader’s navigation commands. For example, press Ctrl + F to search for specific text. This command helps locate links or table elements quickly. Understanding Google Slides navigation commands can significantly enhance your experience.
Additionally, you can use headings to organize your slides. Press Ctrl + Alt + 1 to apply a heading. This action helps the screen reader identify sections, making navigation easier.
Using a screen reader with Google Slides enhances accessibility. Make sure you learn the new commands for Google. By following these steps, visually impaired users can efficiently access tables and links. This integration ensures an inclusive and productive experience. For more: Access Videos Here. Utilizing Google Slides navigation commands enhances accessibility and productivity.
In this video, Dr. Robinson begins by demonstrating how to use MathKicker.ai with screen readers like JAWS or NVDA. She focuses on solving quadratic equations. First, she shows how to handle graphics that are not accessible to screen readers. By using the “Applications” key and selecting “Copy Image,” users can paste the image into MathKicker using “Alt + V.” The system converts the image into readable math, confirmed by two chimes.
Dr. Robinson then guides users to navigate and manipulate the quadratic equation in MathKicker.ai with screen reader. She demonstrates how to move constants to the other side of the equation using “Control + Right Arrow.” Next, she explains the process of completing the square by taking half the coefficient of x, squaring it, and applying it to both sides with “Alt + B” and entering the value.
She continues by rewriting the equation as a perfect square, using “Control + R” to replace terms in MathKicker.ai with screen reader. She shows how to take the square root of both sides with “Alt + B” and using “R” for radical. The process involves replacing the square root with the exact values, ensuring each step is clear and accurate.
Throughout the MathKicker.ai with screen reader tutorial, Dr. Robinson emphasizes using keyboard commands to navigate and solve the equation. She also highlights how users can submit their work to their teachers directly from MathKicker by using the “Applications” key and selecting “Submit Work to My Teacher.” See more lessons on Mathkicker.AI with Jaws or NVDA.
Student Hayes has issues completing math in WORD as her label number do not read. Dr. Robinson demonstrates how to resolve issues with auto-numbering in Word. She first identifies that automatic numbering is causing issues for the student using dot 2 and space in the Brailliant Braille display, especially when numbers appear incorrectly on the Braille display. To address this, she instructs to press “Alt + F” to open the File menu, followed by “T” for options, then “P” for proofing, and finally “Alt + A” to access AutoCorrect options.
She guides users through unchecking five specific boxes that affect text formatting, ensuring the correct settings are applied. Dr. Robinson emphasizes the importance of turning off automatic numbered lists, which often causes unexpected changes in documents.
After confirming the settings, she instructs on how to apply these changes by pressing “Enter” to save them. This step ensures the document is correctly formatted and ready for the student to use in MathKicker.AI.
Braille Viewer to accurately solve math problems
Next, Dr. Robinson advises turning on the Braille viewer. Using the Jaws context menu and U, to navigate to the utilities to access the Braille viewer. Braille viewer allows the teacher to view the math problems correctly on student screen in Braille. While student uses fingers to read display.
Then Dr. Robinson explains how to use the Math Viewer by pressing “Insert + Space + Equals.” This enables the student to navigate through the math content character by character. This command helps ensure accuracy in reading and solving math problems, especially when using Braille displays.
Finally, she explains how to open the Braille Math Editor now that auto numbering issues are resolved. Eventually, she will learn how to use split braille on her display. Student can braille equations in Nemeth code, and ensure that each step of the problem is correct to accurately solve math problems. Dr. Robinson highlights how the Math Editor will not accept incomplete or incorrect inputs. The student cannot close the editor without fixing errors. This method reinforces correct equation formatting. It ensures students accurately solve math problems using auditory and Braille math tools.
Kim began as a young student with TechVision. Her mother sought help and discovered that we provide real-time instruction using everyday technology essential for future job success. TechVision worked with Kim several days a week, ensuring continuous learning and growth. She used a PC with access technology to access her school platform and all else, including a Computer Enabled access with screen readers and a braille display, to access her world and education. Over time, she transformed from a struggling blind student, reliant on constant para and teacher support, to an independent learner working on her own. This is her story, please listen.
For Kim, moving from depending on others for her education to becoming independent changed everything. With TechVision’s hands-on, real-time learning, she learned to use screen readers and a braille display, which let her access schoolwork by herself. Instead of always needing help from a para or teacher, Kim could now complete her assignments on her own, just like her classmates. This gave her confidence and made her feel more in control of her education. Being able to work independently helped her stay on track with her peers and prepared her for future success. A Computer Enabled access to change her life.
Dr. Robinson introduces Mathify, now called Mathkicker.AI, an AI program designed to convert inaccessible math content into accessible formats. This tool is especially beneficial for the blind community, providing a solution for one of the most challenging aspects of accessible education: converting math from inaccessible formats into usable, accessible ones.
In this tutorial, Dr. Robinson demonstrates how to use Mathify to convert a PDF image file into a DOCX file. She focuses on a table of math, one of the most problematic types of files to translate. Dr. Robinson opens the file, which prompts a save and loads in a private window. This process is typically faster in a standard window.
As the document loads, Mathkicker.AI effectively transforms the original images of X and Y tables into accessible tables. These tables allow students to later convert them into graphs, giving them the ability to independently create and emboss their graphs. Dr. Robinson scrolls through the document, highlighting the images now converted into accurate math tables. Small squares around each equation make them easily identifiable.
She explains that students can use the “Alt + Equals” command in Word’s math editor to navigate to the last cell in the table and type out their equations. This feature highlights how Mathify translates PDFs into accessible, editable text. The original PDF is titled “Equivalent Ratios Practice Number One.” It converts successfully into clear and accessible text.
Now a New Mathkicker Editor
Dr. Robinson emphasizes that Mathkicker AI continues to improve with user feedback. She notes her preference for left alignment and how the program adapts to these preferences. Despite being a new tool, Mathkicker excels at handling math and other content, making it a versatile resource. Dr. Robinson encourages viewers to use Mathkicker and look forward to more tutorials, as the program has continued to evolve and improve utilizing a Mathkicker editor now.
Using Venn diagrams with screen readers involves strategic design and specific keyboard commands to ensure accessibility. Each set in the diagram must have clear, descriptive labels to guide screen reader users effectively. These labels help users understand the content without needing visual cues. Alt text plays a crucial role by summarizing the Venn diagram’s purpose, the sets involved, and their intersections. This concise description enables screen reader users to grasp the diagram’s structure and intent.
Keyboard navigation is essential for screen reader users to interact with Venn diagrams. The Tab key allows users to move through interactive elements like text boxes or linked descriptions associated with the diagram. Arrow keys are useful for navigating within tables or text boxes that describe the diagram’s content. This functionality ensures that users can access all relevant information without relying on visual input.
Screen reader software, like JAWS or NVDA, includes commands that facilitate navigation. In JAWS, the Ctrl+H command lets users jump between headings, making it easier to navigate through complex content. NVDA users can use the Ctrl+Alt+Arrow keys to move between headings or landmarks within a webpage or document. These commands are vital for quickly accessing different parts of the content related to the Venn diagram.
Incorporating structured content enhances the usability of Venn diagrams for screen reader users. Headings, bullet points, and numbered lists help break down complex information into manageable sections. This structure allows users to follow the logical flow of information without confusion. So, Screen reader users can also navigate through tables that complement the Venn diagram. Tables list elements within each set and describe intersections, making the relationships between sets clear. JAWS users can move horizontally between cells using Ctrl+Alt+Right/Left Arrow keys, and vertically with Ctrl+Alt+Up/Down Arrow keys.
Careful Planning
Creating accessible Venn diagrams for screen reader users requires careful planning. By using descriptive text, alt text, structured content, and keyboard commands, educators and content creators can ensure that all users, including those who rely on screen readers, can effectively interact with and understand Venn diagrams. These strategies are essential for making complex visual information accessible to everyone. More Video Lessons here
Create your Venn Diagram via WORD and shapes, applications key to move to back or forward then use these commands to access: Venn Diagram-Accessible
Ctrl Shift O to all objects, escape when done writing, select object then tab through all objects to access A, B and other combo letters. Once open in Google, Alt f to file and d to download as Word doc. Then F12 for save as and Ctrl Shift O will work correctly. This will NOT work in Google.
When done, have student emboss off a copy to feel what it is like and if you are having computer issues, tweak it to work better with screen reader.
Emē, a student of Dr. Denise Robinson demonstrates how she studies Spanish vocabulary using Google Sheets with a screen reader. She starts by copying vocabulary words into Google Sheets, though typing them in directly is also an option. After setting up the sheet, she explains the importance of naming it to avoid losing any work. She uses Google Sheets similarly to how a sighted student would use flashcards. This method is an excellent example of Flashcard studying in sheets. Column A contains the English words, while Column B holds the Spanish translations.
Certainly! Here is the revised paragraph with “Emē”:
Emē introduces a “difficulty” column in Column C, where she rates how challenging each word is to remember. She assigns a value between one and five, depending on how well she recalls each word. This rating system allows her to sort the words based on difficulty later, making her study sessions more effective. This technique enhances the efficiency of flashcard studying in sheets methods.
To make the study process more efficient, Emē explains how to randomize the rows. This prevents her from memorizing the order of the words rather than learning the words themselves. She uses specific keyboard commands to select all rows and columns, then accesses the “randomize range” function through the search menu. Randomization is key for effective flashcard studying in sheets techniques.
After randomizing, Emē sorts the words by difficulty, placing the hardest words at the top for focused study. She even hides the easiest words, rated as ones, to avoid wasting time on words she already knows well. If she needs to retrieve the hidden words, she can easily unhide them using the “unhide rows” function. This is another way flashcard studying can be efficiently carried out in sheets.
Emē concludes by showing how she reviews and updates the difficulty ratings as she studies. This method allows her to keep track of her progress and focus on words that need the most attention. She highlights that this approach to flashcard studying in sheets with Google Sheets is both accessible and effective, making it a great tool for blind and visually impaired students.
Dr. Robinson demonstrates how to use the PixBlaster graphic embosser, showing its ease of use and efficiency for blind students. The PixBlaster produces tactile graphics, which students can emboss in either contracted or uncontracted braille. Additionally, PixBlaster is well-known as a graphic embosser with Tiger integration.
Using the Graphic Embosser with Tiger Software
To begin, Dr. Robinson turns on the PixBlaster (also called the Columbia Embosser) by pressing the power button and explains that it can connect wirelessly or via USB. She uses a USB connection for convenience. Next, she opens Microsoft Word and navigates using Alt + N to insert an image. She selects P for pictures, then O for online pictures. Dr. Robinson recommends searching for an outlined image, such as a Christmas tree, to avoid clutter in tactile graphics using the graphic embosser with Tiger.
Once the image is inserted, she accesses the picture settings with Alt + JP for picture format. To adjust the size, she presses SZ to open the size menu, locking the aspect ratio with Alt + A. She then adjusts the height and width using H for height and W for width. Dr. Robinson notes that students should always choose the largest dimension when resizing with their graphic embosser that uses Tiger software.
After inserting the graphic, Dr. Robinson types “Merry Christmas” and adds an exclamation mark using the Tiger software. She explains that it is critical to save the file before embossing. Once saved, she uses Ctrl + P to print the embossed graphic, ensuring the printer is set to the PixBlaster. Dr. Robinson advises tearing off the embossed paper by pulling it in a “V” shape to avoid damage created by the graphic embosser with integrated Tiger software.
Finally, she shows the completed embossed graphic, noting how clear and easy it is to read. The PixBlaster (Columbia), in combination with Tiger software, offers blind students a simple way to produce both tactile graphics and braille, enhancing their learning experience with the help of a graphic embosser with Tiger technology. Other Graphic embosser with Tiger Lessons.
Dr. Robinson demonstrates how to use the Jaws Braille Math Editor for solving basic math problems. She begins by explaining the process of opening the editor using 3-7-4-6 space on the braille display. This command quickly opens the Jaws Braille Math Editor for users.
Once in the editor, she types “10 + 5 = 15” to show how math expressions are entered. The math editor automatically adds number signs before each number, ensuring the correct format. To hear the result, Dr. Robinson uses Insert + F1 for help and demonstrates how to navigate through the equation.
Next, she solves “20 + 5 = 25” and reminds students to carefully check for the number signs before each number. Dr. Robinson encourages the use of both hands when reading math, emphasizing the importance of tactile practice with the right hand and left hand.
Braille Math Editor Solution
She continues by solving additional problems, such as “30 + 6 = 36” and “40 + 7 = 47.” Each time, she reinforces the process of reading and checking the work with both hands. For every problem, Dr. Robinson ensures that students follow the correct commands to enter the math expression, then press Enter to insert the answer into Microsoft Word. The session effectively shows the benefits of using the Jaws Braille Math Editor.
Throughout the session, Dr. Robinson emphasizes the value of continuous practice and careful attention to the tactile input. She concludes the lesson with a final problem, “50 + 8 = 58,” guiding students through the steps of reading, checking, and inserting the equation. The Braille Math Editor, combined with the commands in JAWS, offers blind students a seamless way to solve and verify math problems independently.
Computer Local Admin access is Crucial at all education levels. Dr. Robinson, an Assistive Technology and IT specialist, sets up, maintains, and controls all the computers used in TechVision programs while TechVision Team continues teaching students to manage their own technology. She emphasizes the importance of blind students having local admin access on their school computers so they can make necessary updates and changes to their laptops as needed.
Firstly, she highlights that anti-virus software like Kaspersky or Sophos often interferes with screen readers. Instead, Dr. Robinson recommends using Malwarebytes with Microsoft Defender, as it provides strong protection without disrupting screen reader functionality. Having Computer Local Admin access ensures students can implement these software changes.
Dr. Robinson also explains the need for screen readers such as JAWS. Schools often filter out essential websites and programs like Freedom Scientific, which students require for their studies. With local admin access, students can update their screen readers and related software, which is necessary to keep their devices running smoothly. These updates are crucial and happen every few months. Computer Local Admin access allows students to manage these updates efficiently.
In addition, students must manage their desktops efficiently. They need to pin important programs, such as JAWS, to the taskbar for quick access and adjust their settings without assistance. Pinning their school sites to the desktop make quick access to any site. Through the context menu, students can navigate and personalize their desktop to meet their needs.
Computer Local Admin access to Applications Key on desktop to access anything on the computer
The run dialog box is another essential tool with CTRL+R. Students need to clear temporary files, which can slow down screen readers. Since screen readers are memory-intensive, removing these files improves both the computer’s speed and network performance. Computer Local Admin access is required for these maintenance tasks.
Dr. Robinson further emphasizes the importance of Office 365, especially for math tasks. Using the math editor, students can create and solve equations that read seamlessly on a braille display. This access is crucial for academic success, particularly in STEM subjects.
Lastly, Dr. Robinson stresses the necessity of file explorer -Windows+E and Bluetooth settings. Without a mouse, blind students rely on file explorer to organize their files. Bluetooth access is also essential for reconnecting braille displays and other devices.
In summary, Dr. Robinson believes local admin rights are essential for blind students to manage their technology independently, keep their devices updated, and fully engage in their education. This allows them full access for a lifetime. The TechVision Team ensures students learn essential skills to manage and update their devices independently, preparing them for a lifetime of technological adaptation. As technology evolves, these skills are crucial. Computer Local Admin access is vital for securing and maintaining employment so they know the updates needed, in an increasingly digital world.
Math for all ages, Math Team, Dr. Robinson, along with Professor Betsey, Campbell Rutherford (teacher intern), led the session. Nate Kile (Access Tech Specialist) was the moderator. Math Team emphasized the importance of ensuring blind students can access their technology independently and efficiently. Nate Kile assisted by handling participant questions during the presentation, allowing attendees to type inquiries in the Zoom chat box. Mr Kile would ask the Math Team from the virtual attendees.
Each presenter built on the others’ lessons. Dr. Robinson began with elementary math training skills and how JAWS and other assistive technologies play crucial roles in blind students’ education. Teaching math for all ages, she typed out typically math problems in elementary school to show audience how easily math is completed in WORD. Nate provided opportunities for participants to unmute themselves using Alt + A or Alt + M to ask questions.
Math for all Ages: Dr Robinson
The Math Team turned off their videos to optimize bandwidth. When teaching virtually, turning off video offers better bandwidth for a flow of uninterrupted instruction. Dr. Robinson started the discussion by running JAWS, a screen reader. She explained how to troubleshoot JAWS issues, recommending minimizing programs and restarting the software for optimal performance.
The session highlighted key JAWS commands, such as Windows + D for quick access to the desktop. Dr. Robinson demonstrated how blind students could use Braille displays for math, including Nemeth code. She showed how blind students control their computers by personalizing settings like screen readers and Bluetooth. Customizing the setup is essential for supporting math learning at all ages.
Math for all ages math formulas in Word
Math for all Ages: Professor Betsey
Professor Betsey demonstrated how to effectively use Braille displays, including advanced setups for students. She went into MathType and LaTex and how to use advanced Math techniques to accomplish all math levels. She emphasized the importance of maintaining accessibility and autonomy for students through personalized settings. As a college-level math professor, she explains that using a PC for math enables full inclusion of blind students. Prof. Betsey emphasizes that this technology allows blind students to participate equally in all aspects of their education. This approach supports the goal of providing math for all ages.
Math for all Ages: Campbell
Campbell Rutherford, a teacher intern, demonstrated how to integrate graphing and mathematical functions using accessible technology for blind students. Campbell began by demonstrating how to write a function in Word using LaTeX. She then transitioned to graphing that function in Desmos, an online graphing calculator. Using her braille display and screen reader, she input and analyzed the graph. Campbell explained how blind students can explore mathematical properties like intercepts and undefined points. After reviewing the graph, she took a screenshot and pasted it into a Word document. This tied together the written mathematical properties and the visual representation. Throughout, Campbell stressed the importance of accessible math for students of all ages.
Throughout the session, the Math Team emphasized the importance of managing constant software updates. They explained how providing local admin rights empowers students to update their programs and devices independently. This in-turn prepares them for both academic success and future employment. The TechVision team’s approach ensures that students can fully access their education and maintain control of their technology. This ultimately sets them up for long-term success but especially the STEM field. More Math Lessons here:
Dr. Robinson starts by instructing how to navigate the Desmos Drag and Drop “Battle Boats” game using screen reader commands for drag and drop functionality. First, she recommends pressing Control + Home to quickly reach the top of the page. From there, users can down arrow or press H to navigate by headings.
To interact with the draggable items, Dr. Robinson suggests using Tab to move through the screen and locate the coordinates of boats on the grid. Once the desired boat is located, such as the coordinate (-5,6), she instructs to press Enter to mark the boat, then continue tabbing or use Insert + F7 to open the links list for faster navigation. It’s essential to master these steps to effectively use the drag and drop feature in Desmos.
How to Drag and Drop
Once the desired item is located, she explains how to drag and drop it using the J command to move the selected item and M to mark the item. If you need to reposition the boat, pressing U allows you to undo the action and try again. She demonstrates marking the item with M, and then finding the next item by using Insert + F7 to select from the links list again.
Desmos Drag and Drop Boats with Jaws
While navigating in Desmos Drag and Drop, Dr. Robinson advises caution with the Tab key since it can sometimes move you to the next screen unexpectedly. If this happens, Shift + Tab can bring the focus back to the correct item.
After successfully placing boats in vertical alignment, Dr. Robinson emphasizes how useful Insert + F7 is for navigating and avoiding focus issues. This sequence helps students practice spatial awareness while completing coordinate-based tasks in Desmos Drag and Drop activities. It also enhances their ability to use screen reader tools effectively throughout the process.
To use MathType and LaTeX with screen readers like JAWS or NVDA, you can easily create and render math formulas directly in Word or Google Docs. Here’s how to get started with MathType in both platforms and some important points for using LaTeX commands.
MathType in Word:
Download MathType: First, download and install MathType as an add-on for Word. This will allow you to use LaTeX commands within your Word documents.
Using Alt = for Equations:
In Word, pressing Alt + = will activate the equation editor, allowing you to type math formulas using LaTeX-like syntax without needing the dollar signs ($).
For example, to render c2=a2+b2c^2 = a^2 + b^2c2=a2+b2, you would type c^2=a^2+b^2 after pressing Alt + =.
Similarly, you can use Alt + = to write other formulas such as Aπ2A\pi^2Aπ2 (A\pi^2) or y=x+1x−1y = \frac{x+1}{x-1}y=x−1x+1 (y=\frac{x+1}{x-1}).
Limits of Alt = in Word: Some complex LaTeX functions, like angles or fourth roots, may not work with Alt + = in Word. For example:
Cannot do: ∠x≅∠y\angle x \cong \angle y∠x≅∠y or 164=2\sqrt[4]{16} = 2416=2.
These types of formulas will require MathType directly or a different approach.
Examples That Work with Alt =: You can successfully use Alt + = for the following examples:
y=x−2y = \sqrt{x-2}y=x−2
A3A_3A3 for subscripts
(r2)(r^2)(r2)
Nested fractions like 122\frac{\frac{1}{2}}{2}221
Visual Rendering after you press enter in WORD for MathType with screen readers-LaTex
Latex is typed out and this is the visual rendering of the LaTex from Mathtype
MathType in Google Docs-though can give challenges based on technology:
Add MathType Add-on: In Google Docs, go to Add-ons and download MathType. This will allow you to use LaTeX commands by rendering them in the document.
Rendering LaTeX: After adding MathType, press Alt + N to access the add-on, then choose LaTeX. From there, start typing your equations and press enter to render them. Examples:
2+33−y\frac{2+3}{3-y}3−y2+3
c2=a2+b2c^2 = a^2 + b^2c2=a2+b2
y=x+1x−1y = \frac{x+1}{x-1}y=x−1x+1
y=x−2y = \sqrt{x-2}y=x−2
Complex Equations: More complex LaTeX functions, such as 164=2\sqrt[4]{16} = 2416=2 and LATEXISFUN\mathcal{LATEX IS FUN}LATEXISFUN, can also be rendered in Google Docs using MathType.
Visual rendering of math after translation of LaTex in Docs using mathtype addon
By using Alt + = in Word and MathType in Google Docs (but be aware there may be issues in Docs), you can seamlessly render a variety of math formulas and equations with ease. Screen readers like JAWS and NVDA will effectively read these equations, enhancing accessibility for blind and visually impaired students.
MathType(LaTex) Alt = in WORD will render formulas to Math see below
Dr. Betsey Doane shared her experience teaching math for over 50 years and the importance of making math accessible to all students, including those with visual impairments. She began by introducing the software MathType, essential for creating accessible math content. The software integrates into Word and allows users to write math that is accessible to both screen readers and braille displays. Her efforts truly embody the concept of Advanced Math Made Accessible.
Dr. Doane explained the basics of LaTeX, a text-based language used for writing math. She demonstrated how to input and translate common math expressions such as fractions, square roots, and equations using LaTeX in Word. Her instructions included using the Focus 40 Braille Display and ensuring proper configurations for students to view math content in braille. This approach makes advanced math more accessible for everyone.
LaTex using Mathtype to insert perfect Advanced math made accessible
She emphasized the importance of understanding both the visual and non-visual ways of presenting math, highlighting that students need the right software and commands to work effectively. By using LaTeX and MathType, both sighted and blind students can access and solve math problems, ensuring inclusion in any classroom setting. This makes advanced math accessible and easier to understand.
She highlighted the use of MathType software, which integrates seamlessly with Microsoft Word, allowing users to create and present math content that is accessible through screen readers like JAWS and braille displays like the Focus 40. Dr. Doane explained how MathType enables students and educators to write complex equations, such as fractions, square roots, and exponents, in both visual and non-visual formats. This ensures that blind students can access the same content as their sighted peers, making advanced math more accessible.
Advanced Math Made Accessible with LaTex
Dr. Doane also provided an introduction to LaTeX, a powerful text-based language used for writing mathematical expressions. She demonstrated how to write math using LaTeX syntax, such as using backslashes for commands like fractions and square roots. By using LaTeX in Word with MathType, math content can be rendered correctly on both screen readers and braille displays, making it easier for blind students to follow along in class and complete assignments. This is another way to make advanced math accessible.
Furthermore, Dr. Doane stressed the importance of configuring braille displays correctly, ensuring that input is set to computer braille and output is set to grade 2. She provided step-by-step instructions for adjusting these settings on the Focus 40 Braille Display, ensuring that students can navigate math content effectively, contributing to the overall goal of making advanced math accessible.
In conclusion, Dr. Doane encouraged educators to adopt these tools and techniques to create an inclusive learning environment where both sighted and blind students can excel in mathematics. Her detailed instructions and practical advice offer a clear path toward accessible math education for all.
Eme explains how to navigate and access websites that may not be fully accessible by using keyboard shortcuts or screen reader commands. She provides step-by-step guidance on utilizing tools like JAWS, or NVDA, to work around common barriers such as missing alt text, improperly labeled buttons, and non-navigable menus. Her tips are invaluable for understanding WEB and JAWS Commands to overcome these barriers.
By using keyboard shortcuts like Insert + F7 for links and if no information then go to the bottom of the page and up arrow to the unlabeled information. She can also “Tab” or ctrl + home and just down arrow to get to the non-labeled items to move between interactive elements. Eme demonstrates how users can gain control over their browsing experience and interact with content effectively, even on sites with poor accessibility practices. JAWS OCR is another command throughout the site to pull up inaccessible items. The most advanced command is using Print Screen or saving website to pull up the page for information, demonstrating the power of these WEB and JAWS Commands.
Other WEB and JAWS Commands
Web and Jaws Commands using OCR to make the inaccessible accessible
Here are the commands extracted from the narrative to help with using WEB and JAWS:
Open Links List: Press Insert + F7 to open the links list dialog.
Navigate Links List: Press B to jump to the next button in the links list.
Go to Bottom of Page: Press Ctrl + End to move to the bottom of the page.
Navigate Up: Use the Up Arrow key to move up through the items.
Activate Link: Press Enter to activate the selected link.
Open JAWS OCR: Press JAWS Key + Space, then O for OCR.
Navigate OCR Results: Use the Arrow Keys to navigate through the OCR results.
Move to Heading: Press Shift + H to move to the previous heading.
These WEB and JAWS Commands will help you navigate the platform more efficiently. But it still takes a lot of work to master WEB and JAWS Commands on inaccessible sites.
Emery, a blind ninth-grader at Kalaheo, introduces herself and shares her love for math and technology. She uses a computer with a screen reader and Braille display to access her education. Eme navigates her world with a cane and texts friends using her phone. During the pandemic, her computer became essential for schoolwork. She explains how she uses various tools to access her education, including JAWS screen reader and Braille Display and other access technology. Eme highlights the importance of accessible assignments and demonstrates navigating an online platform despite its challenges. Accessible work at school is critical for her success.
Emery uses tools like the JAWS screen reader and Braille display connected to her computer to navigate her studies. She emphasizes that accessible assignments are crucial because they allow her to engage with the same content as her peers. When assignments are not accessible, it creates significant barriers to her learning. It is evident that accessible work at school can make a big difference.
Eme Making Work accessible on an inaccessible site
By ensuring Teachers’ work is accessible, you empower students like Emery to succeed and participate fully in their education. Accessible materials foster a learning environment where all students can be included and thrive. Therefore, focusing on making work accessible at school helps all students.
She thanks teachers for their commitment to making education accessible for everyone. Providing accessible work at school shows dedication to inclusion and highlights the importance of accessibility.
The difference between inaccessible and accessible website content when using screen readers is significant. It affects how efficiently users can navigate the web. On inaccessible websites, screen readers struggle to interpret poorly structured content. This makes it difficult for users to understand the layout or find essential information. For example, missing alt text on images or unlabeled buttons can leave blind or low vision users guessing about the content. In contrast, accessible websites provide clear navigation with properly labeled elements, such as headings, links, and buttons. This allows users to move through pages with ease. Additionally, accessible sites use ARIA (Accessible Rich Internet Applications) roles to improve interactions between the website and the screen reader. By following accessibility guidelines, developers make content more usable for everyone, including screen reader users, creating a more inclusive digital environment.
Difference between inaccessible and accessible website content is in the ease of keyboard commands
Quick Heading Navigation:
Next heading at level 1:1
Next heading at level 2:2
Next heading at level 3:3 (Continue for headings 4–6)
Link Navigation:
Next link:L
Previous link:Shift + L
List of all links:Insert + F7
Activate a link:Enter
Forms and Form Controls:
Move to next form field:F
Next combo box:C
Next edit field:E
Next button:B
Next radio button:A
Next check box:X
List of all form controls:Insert + F5
Tables:
Move to the next table:T
Next cell in a row:Ctrl + Alt + Right Arrow
Previous cell in a row:Ctrl + Alt + Left Arrow
Next cell in a column:Ctrl + Alt + Down Arrow
Previous cell in a column:Ctrl + Alt + Up Arrow
Table reading mode (on/off):Insert + Spacebar, then T
Miscellaneous:
Refresh page:Insert + Esc
List of headings:Insert + F6
List of frames:Insert + F9
List of form fields:Insert + F5
Move to the next non-link text element:N
Move to the previous non-link text element:Shift + N
Move to the next visited link:V
These commands allow the difference between inaccessible and accessible website content and allow efficient navigation and interaction with web content using JAWS. With properly coding a website, the inaccessible becomes accessible for all users.
Starfall.com is a wonderful website for kids. It provides free and subscription-based learning games and resources for young children. It focuses on early literacy, math, and foundational skills. Initially created to teach reading through phonics, Starfall has since expanded to include interactive content in math, social studies, and more. Go to: https://www.starfall.com/h/accessibility.php which is on the first page so your child can access the site also.
Key Features of Starfall.com Website for kids:
Phonics and Reading: The website offers various phonics-based reading games and activities, helping children build vocabulary and comprehension skills.
Math: Starfall includes interactive games and exercises that teach basic math concepts such as counting, addition, subtraction, and geometry.
Language Arts: Activities to help kids understand grammar, sentence building, and other language concepts.
Science and Social Studies: Limited resources are available for early science and social studies learning.
While Starfall.com website for kids aim to be accessible (most of it is) BUT, you must use: https://www.starfall.com/h/accessibility.php for accessible play for interactive games and animations, which are a major component of Starfall’s appeal.
VoiceOver (iOS): Some parts of Starfall are accessible when using VoiceOver on iOS devices. However, many interactive elements may not be read or described in full by the screen reader, making navigation difficult.
JAWS and NVDA (Windows): Starfall’s web-based activities have mixed results with JAWS and NVDA. Some of the educational content is accessible, but much of the visual and interactive games may not be fully usable. The site does not appear to have been fully optimized for these tools.
Keyboard Navigation: For users who rely on keyboard navigation, Starfall might be challenging since many games require dragging and dropping or clicking on specific items that are visually represented.
Text Descriptions and Audio Narration: Starfall includes a lot of audio instructions and narrated text, which can be helpful for users with low vision or reading difficulties, but this is often tied to specific animations or games that may not be fully accessible to blind children.
IXL.com offers accessible learning experiences for students with disabilities, including those who are blind or visually impaired. As an accessible learning tool, IXL.com ensures the platform is compatible with screen readers, enabling students to navigate lessons, answer questions, and receive feedback through auditory cues. IXL’s user interface allows customization of text size, color contrast, and keyboard navigation, enhancing usability for individuals with low vision. Additionally, the platform’s alignment with educational standards ensures that all learners, regardless of ability, can engage with comprehensive curriculum content, fostering inclusion and independence in the learning process.
Here are some useful JAWS keyboard shortcuts that can help you navigate IXL.com an accessible learning tool.
General Navigation
Go Back a Page: ALT + LEFT ARROW or BACKSPACE
Go Forward a Page: ALT + RIGHT ARROW
Next Link: TAB
Previous Link: SHIFT + TAB
Open Link: ENTER
List Links: INSERT + F7
List Headings: INSERT + F6
List Frames: INSERT + F9
IXL.com accessible learning tool
Forms and Fields
Enter Forms Mode: ENTER
Exit Forms Mode: NUM PAD PLUS
Next Form Field: F
Previous Form Field: SHIFT + F
List Form Fields: INSERT + F5
Next Edit Box: E
Previous Edit Box: SHIFT + E
List Edit Boxes: CTRL + INSERT + E
Tables
Next Table: T
Previous Table: SHIFT + T
List Keystrokes for Table Navigation: INSERT + SPACEBAR, followed by T, then QUESTION MARK
Turning images into text in Google Docs is a simple process that uses Optical Character Recognition (OCR) technology. This feature allows you to extract text from images, making it editable and searchable. Whether you have a photo of a document, a screenshot, or a PDF, Google Docs can quickly convert the image to text for further use. Changing inaccessible to accessible is an important step, and this post will show you how to upload an image, open it in Google Docs, and extract the text for easy editing.
To turn images into text in Google Docs, you can use a built-in feature that utilizes Optical Character Recognition (OCR). Here’s how you can do it:
1. Upload the Image to Google Drive
Open Google Drive.
Click New and select File Upload.
Upload the image containing the text (formats like JPG, PNG, and PDF work).
2. Open Image with Google Docs for Changing inaccessible to accessible
Once the image is uploaded, right-click the file in Google Drive.
Select Open with, then choose Google Docs.
Google Docs will open a new document with the image at the top and the recognized text below it.
3. Edit the Extracted Text
After Google Docs converts the image to text, review and edit the text as needed. OCR isn’t always perfect, so you may need to make corrections.
Another option from Gmail for Changing inaccessible content to accessible text
When you receive an attachment in Gmail (you cannot do this in Outlook or other email client), open it in the virtual viewer by pressing Enter on the attachment. It will automatically open in the virtual viewer. You can either tab to “Open with” or press Insert + F5, then down arrow to “Google Docs” and press Enter. Wait as Google Docs uses OCR to convert the image into text. Be patient during this process, as it may take a moment to complete.
By following these steps, you can easily extract text from images using Google Docs. This is especially useful for making printed documents or screenshots searchable and editable.
The current page provides instructions on creating a food chain for a class using talking software. It includes steps for saving a document in a specific format and navigating through menus using keyboard shortcuts. Additionally, it references the video below to help you each step of the way.
F12 and save as 97-2023 so after you F12 you will have file and tab once and down arrow or up arrow to 97-2023 doc and enter, then the commands will work for you.
Alt + N then M and right arrow to Food Chain and enter
Listen to recording to add information as you need
WORD accessible food chain and why we use them
A food chain is a sequence that shows how energy and nutrients flow from one organism to another within an ecosystem. Here’s a simple breakdown:
Producers: These are usually plants or algae that create their own food through photosynthesis. They form the base of the food chain.
Primary Consumers: Herbivores that eat the producers. Examples include rabbits and deer.
Secondary Consumers: Carnivores that eat the herbivores. For instance, a fox that eats rabbits.
Tertiary Consumers: These are predators that eat secondary consumers. An example would be an eagle that eats foxes.
Decomposers: Organisms like bacteria and fungi that break down dead plants and animals, returning nutrients to the soil.
Using keyboard commands to quickly access and adjust mouse settings allows for efficient changes to mouse size and behavior, such as “Snap To” functions. These options are accessible through the Mouse Properties window in Windows, which you can open by pressing Windows + R and typing main.cpl. Once inside, you can navigate tabs and options using Ctrl + Tab and arrow keys, adjusting the mouse size or enabling the “Snap To” feature. This provides an easier and faster way to customize your mouse for improved accessibility and functionality.
To quickly change mouse settings in Windows, use keyboard commands to access Mouse Properties: Another way
Open Mouse Properties: Press Windows and type Mouse then press Enter.
Tab to additional mouse options and enter
Ctrl + Tab to Pointers and Change Mouse Size: arrow to inverted large or extra large based on need
Navigate to the Pointer Options using Ctrl + Tab, then press Tab to “Snap To” or ALT + U to check box
Then press Alt + S to check “Show location of pointer when I press the CTRL key.”
Apply Changes: Press Alt + A to apply the settings and enter to close the window.
Commands to change mouse
These steps streamline navigation without relying on the mouse.
Office 365 online is fully accessible with screen readers, enhancing the user experience for visually impaired users. Through straightforward keyboard shortcuts, users can navigate and manage their documents efficiently. The interface supports major screen readers like JAWS, NVDA, and VoiceOver, ensuring users can access emails, calendars, and all Office apps without a mouse. This integration empowers users to perform complex tasks seamlessly, from editing documents to collaborating in real time, ensuring a barrier-free environment for all users.
These shortcuts are integral for quick editing and formatting within Office 365 online access for applications, streamlining the process of document creation and modification.
In Office 365 applications like Word, you can quickly apply or change text styles using the Styles pane. The shortcut to open the Styles pane is ALT + CTRL + Shift + S. This allows you to apply predefined styles to your text efficiently. Additionally, you can use CTRL + Shift + S to open the Apply Styles dialog box, where you can type and apply a style name directly to the selected text. These shortcuts help streamline formatting and ensure consistent document styling.
Other Online Office 365 online access commands
Here are some essential commands for using Office 365 online efficiently:
Save: Ctrl + S
Undo: Ctrl + Z
Redo: Ctrl + Y
Open: Ctrl + O
Print: Ctrl + P
Copy: Ctrl + C
Paste: Ctrl + V
Cut: Ctrl + X
Bold: Ctrl + B
Italic: Ctrl + I
Underline: Ctrl + U
Insert Hyperlink: Ctrl + K
Refresh the Document: F5
Find: Ctrl + F
Replace: Ctrl + H
These shortcuts are fundamental for navigating and managing documents in Office 365 online, making your workflow quicker and more efficient.
Here are more helpful tips for using Office 365 effectively:
Quick Access Toolbar Customization:
Customize your Quick Access Toolbar by adding frequently used commands. Right-click any command in the ribbon and select “Add to Quick Access Toolbar.”
Use “Tell Me” Feature:
Use the “Tell Me” feature (light bulb icon or ALT + Q) in the ribbon to quickly find features or help with commands you’re unsure about.
Keyboard Shortcut Customization:
Customize keyboard shortcuts through the Word Options dialog to tailor your workflow preferences.
Use Version History:
Use Version History to view and restore previous versions of your documents, especially useful in collaborative settings.
Collaborate in Real-Time:
Use the collaboration tools in Word, Excel, and PowerPoint to work with others in real-time, seeing changes as they happen.
Welcome to the UEB Online website, administered by the NextSense Institute. This website offers online training programs and competency exams in braille literacy and mathematics using the Unified English Braille (UEB) code.
The purpose of the UEB Online website is to provide systematic instruction and accreditation in UEB for people worldwide who are teaching and promoting braille for persons with blindness, low vision, and deafblindness.
Target Audience
The UEB Online training programs and competency exams are suitable for anyone who wants to learn and teach braille. This includes educators, families, allied health professionals, and administrators and decision makers who promote the use of braille as a medium for information access and communication.
Website Accessibility Options
Accessible, inclusive digital technologies enable equitable information access for all through UEB Online.
Visual access mode: For people with sufficient sight to access regular sized print-based information on the website,
High contrast mode: For people with low vision who wish to adjust the font size, background colour or text color,
Non-Visual access mode: For people who wish to use a screen reader for accessing website information.
UEB Online is a training program for sighted people to learn Unified English Braille (UEB). Many countries have adopted Unified English Braille, replacing standard English braille. This program is the first online UEB training tool. The program is suitable for classroom and specialist teachers, parents, teacher aides and other professionals supporting children and adults with vision impairment.
I am presently taking this online class. I like to get the jump on knowledge so I can teach my students along the way to keep updated with braille in general. This class is excellent, self-paced…on either a Mac or PC…learning the new (2016) UEB Braille code. I highly recommend this great and easy way to learn. When you finish, get the certification you need….and it is free!
Learn how to do inequalities for math class using Excel and Word with a braille display–for a complete assignment that can be emailed to teacher when done. Additionally, we will cover tips on creating accessible math graphs to ensure all students can engage with the material effectively.
This video Instruction focuses on teaching math problems, specifically inequalities and graphing, using Excel. First, they direct the students to create a template with a number line. The students then insert information using less than and greater than symbols. For instance, to show a less than symbol, they use nine dashes, with each dash representing a unit. Also try Desmos for graphing online.
Next, the students insert bullets. If they have a numpad, they use Alt+7 for a hollow bullet and Alt+9 for a solid bullet. If not, they manually insert symbols via the insert menu. The students place the bullets on the number line, ensuring they are centered by putting four dashes on each side of the bullet.
To perfectly center the number, the students use the applications key and select the center alignment option or CTRL + E. After completing their problems, they select their work with Shift+Right Arrow and copy it using CTRL+ C. They then paste it into a Microsoft Word document with Ctrl+N and Ctrl+V.
Creating Accessible Math Graphs in Excel
Finally, for creating accessible Math Graphs, the students format their work by navigating through the formatting options with the right arrow key. This process allows blind students to create graphs and inequalities just like their sighted peers. The results are impressive, with perfectly centered number lines and accurately represented inequalities. The more you practice, the closer you become to being an expert in excel.
Watch YouTube video on Creating Accessible Math Graphs
Regarding Children Who Are Blind or Have Low Vision
Technology, Independence, and the Right to Compete
Access Technology Training lessons: Student creating a Google sheets line graph with screen reader and Braille Display
To Every School Administrator, Teacher, and Parent Who has a Child With Vision Loss:
This is not a suggestion. This is a plea – born from nearly 40 years of professional experience in the field of blindness, visual impairment and access technology, and from the realities of a competitive world that will not slow down and will not make exceptions – that you act now, while there is still time to give your child or student every possible advantage.
Children who are blind or have low vision are just as intelligent, capable, and ambitious as any sighted child. What they deserve – what they are owed – is the proper set of tools to demonstrate that capability at full speed. Right now, in too many classrooms and homes across this country, those tools are absent, delayed, or introduced far too late. That must change.
The Foundation: A Windows PC — The World’s Standard Platform
Windows-based PCs represent approximately 72% of all personal computers in use worldwide. This is not a preference – it is the dominant reality of the workplace, the university, the government agency, and the business world your child will enter. Teaching a blind or low vision child on any other primary platform is preparing them for a world that does not exist at scale.
Windows is also open and extensible. Unlike closed ecosystems, a Windows PC can be configured, customized, and expanded with virtually any assistive technology available – screen readers, braille drivers, magnification software, speech input – without restriction. It is the most future-proof environment for a child whose assistive needs may evolve over time. One critical requirement, however: the person who teaches your child must be actively using all components of the system themselves every single day, navigating exclusively by screen reader and braille display. You cannot teach what you do not live.
Every blind or low vision child should be learning on a Windows PC. Period. At the earliest age possible.
The Tools That Open the World: Screen Readers
A screen reader converts on-screen text and navigation into speech or braille output, allowing a blind user to operate a computer fully and independently. There are three primary options, each with a distinct role – and a serious student needs fluency in all three.
JAWS (Job Access With Speech)
JAWS is the gold standard in professional and educational environments. It offers the deepest compatibility with Microsoft Office, enterprise software, and web-based platforms. For any student planning to enter the professional workforce, JAWS fluency is a career asset. It is the screen reader most commonly encountered in workplaces that have made accessibility accommodations.
NVDA (NonVisual Desktop Access)
NVDA is free, open-source, and exceptionally powerful. It is fully supported, actively developed, and used by millions of blind individuals worldwide. For families and schools with budget constraints, NVDA removes every financial barrier to professional-grade access. Students who master NVDA are fluent in a tool used in homes, libraries, and workplaces globally.
Microsoft Narrator
Narrator is built directly into Windows and requires no installation. While not as feature-rich as JAWS or NVDA for complex tasks, it is a valuable tool for early introduction, emergency access, and environments where installing additional software is not immediately possible. Every Windows user – blind or not – has access to Narrator the moment they power on their device and complete setup.
iPhone with Siri and VoiceOver
No conversation about screen readers is complete without addressing the iPhone. Apple’s VoiceOver, built directly into every iPhone, is one of the most powerful tools available to combine the perfect team of PC with iPhone. It is the device you carry with you every hour of every day. Siri adds hands-free voice control outside class but inside class ability to send a quick SOS to their tech instructor for help keeps them moving. One command on the braille display connected to the computer goes right to the iPhone in their pocket, enables the student to send and SOS tech issue so a remote tech instructor can jump on to solve their issue so they can keep moving in class ASAP.
In the real world, blind professionals use a Windows PC at their desk and an iPhone in their pocket. Teaching both, from early on, prepares a student for exactly that reality.
Braille Displays: The Essential Partner to the Screen Reader
A refreshable braille display connects to a PC and presents on-screen text as braille cells that the user reads with their fingertips to teach spelling, paragraph layout and everything the sighted student does with print. This is not optional equipment for a serious student – it is essential. Reading braille is to literacy what reading print is to a sighted child. Without it, a blind student depends entirely on audio output, which is slower for review, comprehension, proofreading, and deep reading tasks. Beyond speed, a braille display teaches spelling, formatting, punctuation, and document structure in ways that audio alone simply cannot.
Recommended Displays
Focus 40 Blue (Freedom Scientific) — The preferred professional-grade display. Forty braille cells, excellent build quality, seamless integration with JAWS, and trusted in educational and workplace settings worldwide. The 40-cell width allows students to read longer passages without constant panning, dramatically improving reading speed and comprehension.
Brailliant BI 40X (HumanWare) — An outstanding alternative with strong multi-device connectivity and a comfortable key layout. Compatible with all major screen readers and well-suited for students who work across multiple devices throughout the school day.
A 40-cell display – not a smaller 14- or 20-cell model – is strongly recommended for students. The larger cell count significantly reduces the scrolling required and more closely mirrors the experience of reading a full line of text, building the natural reading rhythm that leads to true fluency. For students pursuing STEM fields, an 80-cell display is worth the investment.
The Hard Truth That No One Wants to Say Out Loud
A blind or low vision child, without proper tools, cannot complete academic work at the same speed as a sighted child with 20/20 vision. This is not a failure of the child. It is biology and failure of an educational system. It is the reality of navigating a world designed for sighted people without the technology that closes that gap.
Schools often respond to this reality by granting extended time – double time, time and a half, reduced assignments – on work and exams. And while this accommodation is legally appropriate, it comes with a hidden cost that is rarely spoken aloud: less work assigned means less information learned, and reduced exposure to content creates knowledge gaps that compound over time. The job that child will one day compete for will not reduce its requirements to match. We must look further down the road with clear Vision:
Extended time does not exist in a job interview.
Extended time does not exist when competing against other applicants for a position.
Extended time does not exist when a deadline arrives, a client is waiting, or a team needs output.
You learn less in school — and the job will demand more.
Close the Gap Before It Closes Their Future
Life is competitive. It has always been competitive. The kindest, most loving thing we can do for a child who is blind or has low vision is to prepare them to compete – not just to participate, but to compete effectively, efficiently, and with confidence, from kindergarten through career.
The only way to close the speed gap is technology mastered early with braille. A student who has used a screen reader and braille display fluently since early elementary school does not look like a student with a disability when they move through school or enter the workforce. They look like someone who is fast, precise, and capable, because they are.
Additional Reasons This Cannot Wait
1. Independence Is Dignity
A child who relies on a sighted person to read their screen or paper work, describe their assignments, write down their answers, or help navigate their computer is not independent – and they know it. That awareness is not abstract. It settles into them quietly and deeply: the knowledge that someone else is doing for them what they cannot yet do for themselves. It becomes embarrassment. Then frustration. Then, for far too many children, it becomes depression.
This is one of the most significant and least discussed emotional consequences of inadequate assistive technology instruction. These children are not failing because they lack intelligence or effort. They are failing because they have not been given their tools and they are old enough to understand the difference. Worse they watch their classmates work independently. They watch themselves need help. And over time, that gap between what they can do and what they are expected to do without support begins to define how they see themselves.
Independence Is the Antidote
Technology taught by a highly skilled instructor who uses these access tools daily eliminates this dependency. A child who can navigate their own screen, read their own assignments, and submit their own work has done something that no grade or test score can fully capture: they have proven to themselves and others that they can do it. That proof is the foundation of self-worth, confidence, and the unshakeable belief that one can manage one’s own life on one’s own terms.
Independence is not merely practical. It is the antidote to the depression that follows when a child has been taught, unintentionally, that they cannot.
2. Early Learning Equals Deep Fluency
A child who learns a screen reader at age four or five develops the same automatic, effortless relationship with that tool that a sighted child develops with reading text on a page and writing with a pencil. A teenager introduced to a screen reader for the first time is fighting an uphill cognitive battle, learning the tool at the same time they are trying to use it to complete schoolwork. Early adoption eliminates this double burden entirely.
3. Academic Access Across All Subjects
A properly configured PC with a screen reader opens every subject: reading, writing, math (with accessible tools like MathML and Nemeth braille, UEB Braille), science, coding, history, art research, everything. Without it, a blind student’s access to the full curriculum depends entirely on the availability of a human aide or specially prepared materials. Technology removes that bottleneck and gives the student direct, independent access to the same content as every other child in the room.
4. The Job Market Rewards Technology Fluency
Employers, by and large, do not know what screen readers are. They will not know to provide accommodations they have never heard of and in that gap of understanding, a qualified candidate can lose a job simply because the employer cannot picture how the work would get done.
A candidate who arrives already proficient changes that entire dynamic. They sit down at a Windows PC, they are productive immediately, and at the right moment they say with confidence: “I want you to know, I am blind, and this is exactly how I do this job.” Then they show it. With speed and efficiency. With no hesitation. That demonstration does more to overcome an employer’s uncertainty than any disclosure form or accommodation request ever could.
This person competes. The person who has never been properly trained walks into that same room hoping for understanding they may not receive. The difference between those two outcomes is not intelligence. It is preparation.
5. Post-Secondary Education Expectations
Colleges and universities have disability services offices, but those offices cannot replace skill. A student who arrives at university without strong assistive technology fluency will spend precious early semesters struggling to catch up on tools rather than engaging with coursework or they will not catch up at all, and fail. Too often, the alternative is that a parent steps in to do the work for them, which is exactly what regularly occurs when students arrive unprepared. Students who arrive already expert in their technology can advocate for themselves effectively, focus entirely on their education, and move forward alongside their peers.
6. Mental Health and Self-Efficacy
The psychological toll of constantly needing help of always being the student who requires special arrangements, who cannot do what everyone else is doing is real and cumulative. Technology-empowered students report significantly higher confidence, academic engagement, and willingness to attempt challenging tasks. Giving a blind or low vision child their tools is giving them their identity as a capable person.
On the Question of Learning Braille: Who, When, and Why
Braille literacy is one of the strongest predictors of academic success and employment for blind individuals. The research on this is not subtle, it is decisive. But the question of who should learn braille is not always straightforward, and it must be considered carefully in the context of each child’s specific diagnosis.
Children Who Are Fully Blind
There is no question. Braille instruction should begin immediately, ideally by age three, and no later than the beginning of formal schooling. Braille is their print. Delaying braille for a blind child is the equivalent of delaying reading instruction for a sighted child. Every year of delay compounds into a literacy deficit that becomes harder to close.
Children With Low Vision
This requires careful evaluation in partnership with the child’s ophthalmologist and prognosis. Three key questions must guide the decision:
Is the condition stable or progressive? If progressive, the answer is clear: begin braille instruction immediately, regardless of how much vision the child currently has.
Can the child read print efficiently at a rate and comfort level that matches a child with 20/20 vision? If not, print alone is not sufficient and braille must be part of the plan.
Is the child’s functional vision expected to remain sufficient throughout their lifetime? If there is any reasonable doubt, begin braille now. It is far easier to have a skill and not need it than to need a skill and not have it.
When Braille Starts Late
What if the child is older and braille instruction is only beginning now? Research is unambiguous on this point: students who begin braille instruction after 6th grade rarely achieve functional reading fluency. The tactile sensitivity, finger dexterity, and automatic cell recognition that true braille literacy requires develop in early childhood. That window is largely closed by the time a child enters middle school, and full literary braille instruction after that point becomes, in most cases, an exercise in frustration for both the student and the instructor.
For the older student who is past that window, the goal must shift to functional braille, what they will actually use in daily life: device navigation, labels, signage, reference points, and targeted reading tasks. Trying to force full literary braille on a resistant older student creates a battle you will not win. You will spend more time fighting than teaching. Focus on usefulness. Motivation follows. And in every case, a PC with a screen reader and braille display becomes the central key to that student’s success going forward.
If the Condition Is Progressive: Braille Is Not Optional
If a child has a progressive eye condition – retinitis pigmentosa, Stargardt disease, glaucoma, or any diagnosis with a trajectory toward increasing vision loss – braille instruction must begin immediately, regardless of how much usable vision the child currently has. Here is why:
Braille is most easily and deeply learned when taught young, when the brain’s neuroplasticity is at its peak, just as with learning any other language. The earlier the exposure, the deeper the fluency.
A child who waits until their vision has deteriorated significantly is learning braille at the same time they are grieving a loss: an emotionally devastating combination that slows learning or stops it entirely.
A teenager or adult who must learn braille after vision loss faces a steep, stressful acquisition curve that can take years to develop into functional fluency.
A child who learns braille at age three or four and uses it throughout their education will be functionally fluent by the time their vision deteriorates, ready, not scrambling.
Teaching braille to a child who still has usable vision is not pessimism. It is planning. It is love with foresight.
The Crisis That Arrives in Middle School
Every summer, TechVision receives calls about blind and low-vision students who are beginning to fall behind significantly. In most cases, blind children have no technology at all, and low-vision students lack both technology and braille instruction. By middle school, the academic demands increase sharply, the volume of reading and writing grows, and students are expected to manage far more digital work on their own, and they cannot.
For students with progressive low-vision diagnoses, middle school is often the point where remaining vision no longer allows them to complete work efficiently, even with low-vision tools. At that point, they are not only trying to keep up academically. They are also trying to learn braille, screen-reader skills, braille-display use, keyboarding, file management, accessible math, and online platform navigation, all at the same time. The academic and the remedial collide, and the student is caught in the middle.
That is why early instruction matters. Waiting until a student begins failing creates an avoidable crisis. Teaching braille and technology before the crisis gives the student time to build fluency, confidence, and independence.
The Timeline: What the Research and Experience Tell Us
Age 3: The ideal starting point. Children at this age learn through play and exploration and absorb braille as naturally as sighted children absorb picture books and letters (include a cane here also). Tactile literacy can begin before formal reading instruction in other areas. Introduce them to a PC with a screen reader and braille display through play. By age four, begin teaching touch typing. Done consistently, a child is ready to begin kindergarten already equipped.
Kindergarten through 2nd grade: Still an excellent window. With intensive, consistent instruction, a child can achieve strong foundational literacy by early elementary school.
3rd through 5th grade: Still achievable but increasingly challenging. By this stage, the child is already behind in braille literacy relative to academic demands. Intensive TVI/Tech support is essential and must begin immediately. Think summer time instruction-always.
Middle school and beyond: Braille can and should still be taught, but the window for achieving deep, automatic fluency is narrowing. Every year of delay past 5th grade represents a harder road. Shift the focus to functional braille and technology mastery.
When a school district first receives a blind or low vision student at any age: Instruction in assistive technology and braille (where indicated) must begin on day one: not after evaluation periods, not after IEP meetings have stretched across months or years. The clock is running from the moment that child walks through the door. Day one.
What We Are Asking You to Do
For School Districts:
Ensure every blind or low vision student has immediate access to a Windows PC configured with both NVDA and JAWS, connected to a 40-cell refreshable braille display and paired with a highly skilled instructor who uses these tools daily.
Hire TVIs and assistive technology instructors who are genuine daily users of the technology they teach. A degree or certification alone does not qualify someone to teach JAWS, NVDA, or a braille display. Technology fluency is not academic knowledge, it is muscle memory. It is the ability to troubleshoot in real time, demonstrate at speed, and anticipate where a student will struggle because you have been there yourself. A Teacher of the Blind and Visually Impaired (TVI) who does not use this technology every single day cannot teach it well, regardless of what their diploma says.
Coordinate braille and technology instruction as one integrated program, not two separate tracks. When these skills are taught together on the same device, they reinforce each other and the student learns faster. If a TVI is a strong braille teacher but does not have deep technology expertise, the right answer is to pair them with a qualified assistive technology instructor who does. Integration from one highly skilled person is the ideal; a strong partnership between specialists is the practical alternative. One person doing both poorly serves no one.
Begin NOW
Begin braille instruction for eligible students immediately upon enrollment, not pending further evaluation, not after the next IEP meeting, not once the “right” TVI is located. Interim solutions are acceptable. Delay is not.
Embed assistive technology instruction into the student’s daily academic life as the primary mode of access, not as a pull-out supplement. Remote instruction is a powerful and underutilized tool: a qualified technology instructor can be present in the classroom via headset and screen share, guiding the student in real time without disrupting the class, while the student remains fully included with their peers. When pulling a student out is unavoidable, choose the one hour of the school day that causes the least disruption to their social and academic integration. These students are already navigating more than their sighted peers. Do not add social isolation to that burden.
Measure student progress in assistive technology fluency with the same rigor applied to reading, math, and every other subject. The student completes all work on the PC. They email completed assignments to the teacher. The teacher places feedback directly in the document using Word comments and emails it back. This is not a workaround, this is the workflow. It is clean, professional, and mirrors exactly how the working world operates. It holds the student to the same standard of output and accountability as every other person in the room.
For Parents:
Do not wait for the school to take the lead. Advocate immediately and loudly for your child’s right to assistive technology and braille instruction.
If your child has a progressive eye condition, contact a TVI and assistive technology specialist today about beginning braille instruction, regardless of your child’s current functional vision level.
Set up a Windows PC at home with NVDA (free to download) and have your child use it for reading, homework, and exploration every single day.
Connect with the National Federation of the Blind, the American Foundation for the Blind, and your state’s Blind and Low Vision Services for resources, advocacy support, and community.
Believe, fiercely and without apology, that your child can compete. Then make sure they have the tools to prove it.
The Future Is Waiting. Start Today.
The child who is three years old today and begins braille and assistive technology instruction this year will walk into their first job interview at age twenty-two as a fully equipped, confident, and capable professional. The child who waits may walk in hoping for accommodations they may not receive, competing at a speed they were never trained to reach.
The tools exist. The research is clear. The need is urgent. All that is required is the will to act: now, not later, not after one more evaluation, not after the next IEP cycle. Now.
Every blind and low vision child deserves to compete. Give them the tools to do it.
Empowering Blind and Visually Impaired Students Globally
Under the leadership of Dr. Denise M. Robinson, the TechVision Team equips blind and visually impaired students—and the educators who serve them—with the technology skills needed to thrive in school, work, and life. Our team integrates computers, screen readers, braille displays, mobile devices, and AI into daily instruction, ensuring equal access to academics and independence.
Access Training to laptop and braille display with Screen reader
Personalized Instruction
Every learner is unique. TechVision provides customized, 1:1 instruction for students, clients, and educators. We teach the exact tech skills needed to access information, complete tasks efficiently, and compete equally with sighted peers—whether mastering keyboard commands, transcribing work, or navigating digital platforms.
Equal Access in Action
Equal access is foundational to our mission at TechVision. We believe every learner, regardless of visual impairment, deserves the ability to participate fully in school, work, and life. Our video lessons and real‑world demonstrations show exactly how students use technology to complete their work independently. These resources equip both students and educators with the practical skills needed to thrive in any environment and ensure that equal access is not just a goal, but a daily reality.
Global Reach and Collaboration
TechVision serves learners worldwide through remote instruction and digital resources. We collaborate with families, school districts, businesses, private organizations, and vocational programs to expand educational and employment opportunities.
TechVision also provides high‑quality transcription in electronic format for immediate access, ensuring students receive the materials they need without delay. We train school personnel when possible, and when districts are unable to take on this work, our team continues providing all transcription to maintain accuracy, consistency, and equal access for every learner.
Technology & AI for Independence
We teach students and clients to confidently use:
screen readers
braille displays
mobile devices
AI‑powered learning tools
voice and image recognition
accessible navigation and productivity apps
and so much more
These tools build independence, problem‑solving skills, and real‑world readiness. AI enhances learning by adapting to individual needs, converting print to accessible formats, supporting navigation, and assisting with daily tasks.
Early Instruction & Long‑Term Success
Starting early with proper academics—ideally at age 3—keeps students on pace with their sighted peers. TechVision teaches braille, technology, and digital output from the beginning, enabling students to complete and submit work just like everyone else. As students grow, they learn to make inaccessible tasks accessible, upload assignments, and use advanced tools for math, science, and daily life. These skills open doors to employment, independence, and lifelong success.
Community Engagement & Ongoing Support
We work closely with parents, teachers, schools and communities to build strong support systems. Our personalized training empowers everyone involved and creates a community of confident learners and educators. Together, we remove barriers and expand possibilities for every student.
Our Commitment
TechVision is transforming access education. Through innovative technology, tailored instruction, and a deep commitment to equal access, we ensure every learner’s journey is marked by growth, independence, and success. We remain dedicated to providing top‑quality education to visually impaired learners and educators worldwide.
Dyslexia and screen readers: Focus in immersive reader in WORD
Dyslexia and Screen Readers–Many people think screen readers are only for blind students.
They are not.
Audio feedback can also change the life of any student with dyslexia.
When a student hears letters, words, sentences, spelling, punctuation, and mistakes read back in real time, the brain receives information through another pathway. The student is no longer trapped by what the eyes alone can process.
For blind students, screen readers paired with a braille display provide access. They connect what students hear to the words under their fingers, which strengthens reading, spelling, and writing.
For sighted students with dyslexia, audio feedback can provide clarity, confidence, independence, and a way to catch errors they may never see visually. It can also help them hear spelling patterns, punctuation, spacing, and sentence structure as they write.
This is not cheating.
It is access.
This is literacy through technology.
When students learn to use tools like screen readers, text-to-speech, speech-to-text, keyboard commands, and audio editing, they begin to read, write, revise, and complete work with far more independence.
Blind Student completes Research & Writing Homework
Many people underestimate how quickly blind and low vision students can learn advanced technology skills when provided with direct, intensive instruction and real-time application within academic work. One inspiring example, of so many, is when a Blind Student completes Research & Writing successfully thanks to these supportive strategies.
This student entered 10th grade with no keyboarding and computer efficiency skills. Within approximately 2.5 months of focused instruction, she was touch typing over 45 words per minute and independently completing research papers, writing assignments, email communication, and classroom work directly on the computer using a screen reader.
The speed and confidence demonstrated in this video were developed through:
Structured touch typing instruction
Screen reader training
Keyboard command mastery
Real-time academic application
Daily repetition and problem solving
Blind students do not fall behind because of blindness. They fall behind when they are not provided access and proper instruction early enough.
Once students understand:
keyboarding
screen reader navigation
workflow
digital access strategies
with consistent instruction
they can progress very quickly and begin functioning at the same pace as peers.
Technology instruction is not an “extra.” It is literacy, independence, education, and future employment.
Early braille and technology instruction builds confidence, speed, and independence far earlier than most people realize. In this video, you’ll see Blind Kids Race Using Braille Technology as a blind 4-year-old and a 2nd grader race using braille writing tools while developing keyboarding, literacy, and technology skills through play, repetition, and structured instruction.
These students are not simply “learning devices.” They are learning how to:
Read and write independently
Build finger strength and tactile awareness
Increase speed and coordination
Develop early technology confidence
Prepare for future academic success
Young blind children can learn braille and technology skills at the same developmental stage sighted children learn print, handwriting, and keyboarding. When instruction begins early, students gain the ability to keep pace with peers academically while building true independence.
This type of instruction combines:
Braille literacy
Keyboarding
Listening skills
Finger positioning
Technology access
Confidence through repetition and success
Ready for Kindergarten to maintain pace with peers
The excitement and speed shown in this video demonstrate that blind children are fully capable of mastering complex skills when given access to the right tools and instruction early.
Blind Teen Learns Jaws in 3 Months-Yelena poses for a camera
When students receive intensive, consistent instruction in access technology, independence changes quickly. This senior, who is was fully blind, demonstrates advanced JAWS screen reader skills. Within her first 3 months of focused instruction she learned English from her Russian Jaws and just continued to advance.
Watch her hands closely. Her fingers move across the keyboard faster than many sighted users while independently navigating email, documents, research, and computer tasks using speech feedback alone. This level of efficiency is not luck or “talent.” It comes from direct instruction, repetition, structured keyboarding, and access tech instruction while learning how to think through technology nonvisually.
Far too many blind and low vision students are never taught these skills early enough. Instead, they are often slowed down by inaccessible materials, over-reliance on visual methods, or limited technology instruction. True independence occurs when students learn the keyboard, screen reader commands, workflow, and problem-solving strategies necessary to keep pace with the real world.
JAWS is not simply a reading tool. It is access to:
Education
Employment
Communication
Research
Independence
The speed demonstrated in this video comes from mastering keyboard commands, touch typing, orientation to the computer environment, and daily use of technology in real academic tasks.
This is why early and intensive technology instruction matters.
Many students with low vision are not struggling because of ability. They are struggling because of access: and, in many cases, the way instruction is delivered reinforces that.
When educators rely on visual tools such as iPads, enlarged print, or limit instruction to opening Word for basic keyboarding, students are left without a true way to access their work or hope for their future. This unintentionally sends a powerful message: that they cannot function independently. Over time, this leads to discouragement, depression, and a growing belief that they have no way to navigate the world on their own.
Students then push themselves to use vision that is no longer efficient. They lean in, work inches from the task, and can only read small portions at a time. This is not access—it is strain and frustration.
When students are taught true access—using a computer, screen reader, and strong keyboarding skills, supported by instructors who use these tools daily—everything changes. They begin to work independently, keep pace with peers, and see a future that once felt out of reach.
Watch a 2nd grade student master touch typing in just 3–4 months. Her fingers move quickly and confidently across the keyboard, showing what is possible when students are taught the right skills early.
This is why keyboarding must start young.
Students who learn to type early:
Build speed and efficiency
Gain independence in school
Keep pace with their peers
Develop confidence in their abilities
For blind and low vision students, keyboarding is not optional: it is the foundation for accessing all academic work using a computer, screen reader, and braille display…and giving them a future.
When instruction begins early and is consistent, students quickly move from learning the keys to using the computer for real work across all subjects.
The issue is not ability. The issue is access and instruction.
Vision loss is one of the most common disabilities on earth, and it’s growing fast. If you work in healthcare, tech, education, or policy, these numbers matter for accessibility, product design, and funding.
Over 51.9 million adults in the U.S. report some level of vision difficulty. About 6–7 million Americans have significant vision loss or blindness. Globally, 2.2 billion people have vision impairment.
But those top-line numbers hide urgent trends. Here’s the breakdown with the latest 2024-2026 data, what’s driving it, and what to do about it.
Key Statistics: U.S. Vision Loss at a Glance
Population
Estimate
Source
What It Means
U.S. adults with vision difficulty
51.9+ million
CDC/NEI estimates
Includes trouble seeing even with glasses, from mild to severe
Significant vision loss or blindness
6–7 million Americans
NEI/VEHSS
Legal blindness 20/200 or worse, or 20/40 or worse with correction
Adults 71+ with visual impairment
>25%
NHATS 2021 study
More than 1 in 4 seniors
Americans 40+ with eye problems
90 million
CDC
“More than 3 in 5” adults over 40
Children under 18 with vision difficulty
~625,000
ACS 2023
Includes blindness and “trouble seeing even with glasses”
Global Vision Impairment: The 2.2 Billion Number Explained
The World Health Organization estimates 2.2 billion people worldwide have near or distance vision impairment. Of those, at least 1 billion cases could have been prevented or have yet to be addressed with glasses, cataract surgery, or other treatment.
Why it’s rising:
Aging: By 2050, U.S. cases of visual impairment/blindness are expected to double to 8+ million as baby boomers age.
Chronic disease: Diabetic retinopathy will increase 72% by 2050. Glaucoma and AMD will double.
Uncorrected refractive error: 16.4 million Americans are expected to have difficulty seeing due to myopia/hyperopia that glasses could fix.
What Counts as “Vision Impairment”?
Researchers use different definitions, which is why numbers vary:
Self-reported difficulty: ACS asks “Are you blind or do you have serious trouble seeing, even when wearing glasses?” 3.6M Americans 65+ said yes in 2023.
Measured acuity: Legal blindness = 20/200 or worse. Visual impairment = 20/40 or worse with best correction.
Functional vision: Trouble reading newsprint or doing near work even with glasses. About 1 in 8 Americans over 50 have presenting near-vision impairment.
CDC notes: modeled estimates of “uncorrectable” vision loss differ from self-report, which includes people who lack glasses.
What you can do to Help Yourself Now
Why This Matters: Impact Beyond Eyesight
Vision loss isn’t isolated. People with vision loss are more likely to have:
Type 2 diabetes, depression, stroke, hearing loss, chronic kidney disease
Isolation, falls, balance problems, risk of early death
Economic cost: Vision problems will cost the U.S. $373 billion by 2050, a 157% increase.
Public perception: In polls, losing eyesight ranks as a “10 out of 10” impact on quality of life for ~50% of Americans across racial/ethnic groups.
4 Trends Driving Vision Loss in 2026
Aging population: NHATS data shows >25% of adults 71+ have impairment. By 2029, all baby boomers will be 65+.
Diabetes epidemic: Diabetic retinopathy cases rising 72% by 2050.
Screen time & myopia: Uncorrected refractive error affects 8.2M Americans now and will hit 16.4M.
Access gaps: Near-vision impairment is higher for many groups, lower income, and those without private insurance.
What Can Be Done: Prevention & Accessibility in 2026
1. Early detection works: “Early detection and intervention—possibly as simple as prescribing corrective lenses—could prevent a significant proportion of avoidable vision loss,” says NEI Director Dr. Paul Sieving.
2. CDC’s Vision Health Initiative focuses on:
Assessing impact + at-risk populations
Evidence-based interventions
Increasing access to vision care
3. For tech, web, and product teams:
51.9M U.S. adults need larger text, high contrast, screen reader support, and voice navigation.
WCAG 2.2 AA is now baseline. Alt text, keyboard navigation, and captions aren’t “nice to have.”
AI tools like voice description and real-time image captioning are exploding because of this market.
4. For employers & schools:
1 in 8 people over 50 struggle with near vision. That means reading glasses policies, digital accessibility, and flexible print sizes are ADA issues.
Takeaways for SEO & Content Creators
If you’re writing about health, aging, tech, or accessibility, target these high-intent keywords:
“how many people are blind in the US”
“vision impairment statistics 2025”
“causes of vision loss over 40”
“ADA website requirements for vision”
“children with vision loss statistics”
Bottom line: Vision impairment affects 2.2 billion people globally and 51.9M+ Americans. It’s not rare. With cases projected to double by 2050, design, policy, and healthcare decisions made today will determine whether that’s a crisis or a managed transition.
How to Read, Write, and Learn with Low Vision: How vision loss can appear
2.2 Billion People Live With Vision Impairment
Vision loss is one of the most common disabilities on earth, and it’s growing fast. If you work in healthcare, tech, education, or policy, these numbers matter for accessibility, product design, and funding.
Over 51.9 million adults in the U.S. report some level of vision difficulty. About 6–7 million Americans have significant vision loss or blindness. Globally, 2.2 billion people have vision impairment.
But those top-line numbers hide urgent trends. Here’s the breakdown with the latest 2024-2026 data, what’s driving it, and what to do about it.
Tools + Techniques That Build Real Independence
Students and adults with vision challenges do not learn one way. They require the right tools, combined with direct, targeted training.
Success happens when tools match the vision need and instruction builds efficiency
Tools + Training by Vision Need
1. Dyslexia (Processing and Decoding)
Dyslexia affects how the brain processes text. It often overlaps with vision-related challenges.
Tools
Text-to-speech: JAWS, NVDA
Speech-to-text (dictation)
Immersive Reader
Audiobooks: Bookshare, Learning Ally
Training Focus
Pair listening with reading
Build strong keyboarding for writing
Navigate digital text efficiently
Goal Improve comprehension while reducing reading fatigue
2. Blurred or Reduced Vision (Low Vision)
Tools
Magnification: ZoomText, Windows Magnifier
High contrast and color filters
Enlarged text and screen scaling
Screen readers: JAWS, NVDA
Training Focus
Use magnification efficiently without losing place
Strengthen visual tracking
Transition smoothly to audio when needed
Master keyboard navigation
Goal Maximize usable vision while increasing speed and accuracy
3. Central Vision Loss
(Stargardt, macular degeneration)
Tools
Screen reader (primary): JAWS, NVDA
Refreshable braille display
Audio + braille combination
OCR tools for printed content
Training Focus
Full keyboard control
Braille literacy (UEB and Nemeth)
Strong auditory processing
Goal Achieve full independence through non-visual access
White canes help identify travelers with vision loss and support safe, independent navigation. Different cane markings communicate different levels of vision impairment. Understanding these differences helps the public respond appropriately and promotes safer environments for people who are blind or visually impaired.
Solid White Cane
A solid white cane commonly indicates that the traveler is blind or has very little functional vision. The cane serves two main purposes. First, it helps the traveler detect obstacles, steps, drop-offs, and changes in surface texture. Second, it alerts drivers and pedestrians that the individual may not see approaching hazards.
Orientation and mobility specialists often teach travelers to use the white cane with systematic scanning techniques that detect objects along the walking path. The cane becomes an extension of touch, allowing the traveler to move confidently and safely.
White Cane with a Red Tip
A white cane with a red tip or red section near the bottom typically indicates that the traveler has low vision or partial sight. The individual may see some shapes, movement, or contrast but still requires the cane to detect obstacles and navigate safely.
The red marking signals that the traveler may rely on a combination of remaining vision and tactile feedback from the cane. Even though some vision exists, obstacles and environmental hazards may still be difficult to detect without the cane.
Why Cane Identification Matters
Recognizing these cane markings helps others respond safely. Drivers should slow down and yield when a traveler with a white cane approaches a crossing. Pedestrians should provide space and avoid grabbing the cane or interfering with its movement.
White canes represent independence, mobility, and access to the world. Whether solid white or marked with red, the cane serves as an essential tool that allows individuals with vision loss to travel safely and confidently.
Title II Meaning for Vocational Rehabilitation: Person learning Technology at Rehab center
Title II creates major changes for vocational rehabilitation programs. It now requires full digital and program access for every adult with a disability. Rehab centers must provide equal access to training, websites, forms, online portals, and instruction. Programs can no longer rely on “we don’t have staff” as a reason for inaccessible services.
The rule also requires agencies to meet WCAG 2.1 AA for all digital content. This includes job portals, training modules, intake systems, emails, documents, and videos. Adults must receive the same information at the same time as everyone else.
This shift will affect many rehab centers because they often lack staff who understand blindness, low vision, or screen reader access and other advanced Technology training for all disabilities. Title II now places responsibility on the agency, not on the client. Agencies must ensure that all adults needing help can access training, job preparation, and digital tools without delay.
Many centers will need outside specialists to train adults in blindness skills and technology in general for all clients. They can partner with qualified programs and companies when they do not have trained staff. This is acceptable and expected under Title II.
The rule pushes agencies to modernize. It requires stronger systems, better training, and accessible job pathways. It opens the door for consistent and equal access that all adults who have need of services for decades.
Title II Non-Compliance Can Lead to Job Loss–Please don’t let this be your school
There are four major pathways where staff positions can be eliminated, reassigned, or replaced if institutions fail to comply with the new accessibility rule. Educational systems who do not take this law seriously will feel the impact from unhappy students and parents.
None of these are hypothetical — they’re based on what has already happened in past OCR/DOJ cases.
Federal Funding Risk → Budget Cuts → Job Loss
If a school or college refuses to comply with a DOJ or OCR Resolution Agreement, the federal government can move to restrict or terminate:
IDEA funds
Title I funds
Title II funds
Pell Grants
Federal student aid
Research grants
When federal money disappears, institutions compensate by:
Cutting staff
Freezing hiring
Eliminating positions
Outsourcing services
This is the largest and most direct path to job loss.
Cost of Remediation → Reallocation of Staff
When a district or college is forced into a multi‑year remediation plan, they often must:
Hire outside accessibility consultants
Hire remediation teams
Purchase new platforms
Pay for audits and monitoring
Retrain entire staff
To pay for this, institutions frequently:
Cut non‑essential positions
Reduce paraeducator hours
Eliminate part‑time roles
Consolidate departments
Reduce adjunct faculty
Accessibility failures become budget problems, and budget problems become staffing problems.
Penalties for Noncompliance With DOJ- Judge states compliance
There are penalties, and they are serious for those educational systems that do not take this law seriously. Most people still don’t understand what they look like in real practice. This applies to K–12 schools, colleges, universities, and all state and local government entities. The DOJ didn’t just set new rules — it created enforceable consequences. Because WCAG 2.1 AA is now the legal standard, districts and colleges can no longer claim “we didn’t know” or “we’re working on it.” Here is what non-compliance triggers.
1. Federal Investigations (OCR or DOJ)
If a parent, student, or advocate files a complaint, the Office for Civil Rights (OCR) or the Department of Justice (DOJ) can open a formal investigation.
These investigations can require the school to:
Turn over digital content
Provide accessibility audits
Provide staff training records
Provide procurement contracts
Provide evidence of accessibility testing
Provide timelines for remediation
Investigations can last months or years — and they are public record.
2. Legally Binding Resolution Agreements
Most investigations end with a Resolution Agreement, which is legally enforceable.
These agreements typically require the school to:
Fix inaccessible websites and apps
Remediate thousands of PDFs
Train all staff
Hire accessibility experts
Conduct annual audits
Report progress to OCR or DOJ for years
These agreements are not optional. They are monitored and enforced.
3. Loss of Federal Funding (Including IDEA & Title I)
This is the penalty that gets districts’ attention.
If a school or college refuses to comply with a Resolution Agreement, OCR can recommend termination of federal financial assistance, including:
IDEA funding
Title I funding
Title II funding
Pell Grants
Federal student aid
Research grants
This is extremely rare — because schools comply once their funding is threatened — but it is absolutely within the law.
4. DOJ Civil Enforcement Actions
The DOJ can file a civil action in federal court.
This can result in:
Court orders
Mandated remediation
Mandatory training
Court‑appointed monitors
Strict timelines
Public reporting requirements
These cases are expensive, public, and reputation‑damaging.
5. Monetary Penalties (Civil Penalties & Damages)
While Title II itself does not impose “fines,” the DOJ can seek:
Civil penalties
Compensatory damages for individuals harmed
Attorney’s fees
Costs of compliance
Colleges are especially vulnerable here because inaccessible digital systems can directly impact:
Admissions
Financial aid
Course registration
Housing
Online learning
6. Private Lawsuits
Individuals can file lawsuits under:
ADA Title II
Section 504 of the Rehabilitation Act
These lawsuits can result in:
Damages
Attorney’s fees
Court‑ordered remediation
Colleges have already faced many of these cases — and the new rule strengthens the legal basis for them.
7. Public Accountability & Reputational Damage
When a school or college is found non‑compliant, the findings are:
Public
Searchable
Often covered by the media
Shared by disability advocacy groups
This affects:
Enrollment
Community trust
Accreditation reviews
State oversight
The Bottom Line
Schools and colleges cannot ignore this rule. The penalties are real, enforceable, and already being used in digital accessibility cases.
But here’s the hopeful part — and the message you can deliver to parents:
**For the first time, blind, low‑vision and all students have a federal rule with teeth.
Districts, schools and colleges must comply. And if they don’t, families have powerful enforcement tools.**
This is the strongest legal protection our students have ever had.
K–12 isn’t just panicking — they’re in a full‑scale scramble, and for reasons that are even more urgent than higher ed. The DOJ’s Title II rule hits K–12 systems right where they’re already stretched thin: staffing, training, legacy content, and compliance culture.
Here’s the landscape, laid out clearly and grounded in what districts are now realizing.
Why K–12 districts are suddenly alarmed about the Title II WCAG 2.1 rule
1. Districts assumed “accommodations” were enough — now they’re not
For decades, K–12 has relied on:
TVIs to “fix” inaccessible content
Disability services to retrofit materials
Parents to advocate
Students to “make do”
The new rule requires proactive accessibility, not reactive fixes. That’s a seismic shift.
2. K–12 has enormous accessibility debt — bigger than higher ed in some ways
Districts are realizing they must remediate:
Thousands of PDFs
Teacher‑made worksheets
Google Classroom content
LMS modules
Vendor platforms
Parent portals
IEP systems
School websites
Mobile apps
Most of this content was never designed with WCAG in mind.
3. Teachers generate inaccessible content every single day
This is the part that’s scaring administrators.
Every day teachers create:
Google Docs
Slides
Worksheets
Videos
Scanned PDFs
Classroom posts
Almost none of it meets WCAG 2.1 AA. And now it legally must.
4. Districts don’t have accessibility governance
Most K–12 systems lack:
A digital accessibility policy
A compliance officer
A remediation workflow
A content review process
Training for staff
A way to monitor thousands of pages
They’re realizing they need infrastructure, not just training.
5. Vendors are a huge liability
Districts rely on:
Curriculum platforms
Assessment systems
Parent communication apps
Scheduling tools
Payment portals
Transportation apps
Many of these tools are not WCAG 2.1 AA compliant, and the DOJ rule makes the district responsible for the accessibility of third‑party tools.
This is causing real panic.
6. The deadlines are tight for K–12 too
Large districts (50,000+ population) must comply by April 2026. Smaller districts by April 2027.
Given the volume of content and the lack of staff, these timelines feel impossible to many administrators.
7. OCR complaints are already rising
Families are becoming more aware of their rights. Advocacy groups are watching. Blind/low‑vision access issues are among the most common complaints.
Districts know enforcement is coming.
What this means for an accessible world
This rule gives you extraordinary leverage because it legally validates everything people have been advocating for so long:
Real‑time access
Non-visual design
Proper alt text
Accessible math (Nemeth, tactile, digital)
Keyboard‑only navigation
Accessible PDFs
Structured documents
Captioned and described media
Accessible learning platforms
Districts can no longer say: “Just give the student an accommodation.” or “We’ll fix it when needed.”
Blind users need fast, reliable ways to check the time at school, work, and home. Braille watches give private, silent access through touch alone. Digital braille smartwatches, classic analog models, and talking combo watches each support independence in different ways. Choosing the right watch helps every user stay on schedule with confidence and ease
Best Braille Watches for Blind Users: Dot watch image
Best Braille Watches for Blind Users
Analog braille watches let users feel the time by moving hands and raised markers. Talking and combination models add voice feedback or haptic alerts for versatile access. The Dot Watch brings refreshable braille into a smartwatch form with smartphone integration. Choose based on daily needs, tech compatibility, and personal preference.
Dot Watch: Quick Braille Time at a Glance This braille smartwatch shows the time through refreshable braille cells on the face. The user touches the display and reads the hour and minutes instantly. The design supports fast, silent access without opening a cover or pressing buttons. It gives students and adults a modern tool that delivers time through touch alone.
Analog Braille Watches These watches use raised markers and hinged covers. The user opens the face and reads the position of the hands.
Talking and Combo Watches These models speak the time with a button press and often include tactile markers. They help users who prefer both speech and touch.
TechVision Tip: Match the watch to the user’s environment, comfort with Braille, and need for quiet or private access.
Braille Watch Types: Photos for Comparison
Braille watch options
Smart Braille Watch Links
• Dot Watch — Braille smartwatch for blind users with refreshable braille time and notifications: https://buy.dotincorp.com/
Analog / Tactile Braille Watches
• Braille Wrist Watch — Raised tactile markers, analog braille access by touch. • MaxiAids Men’s Chrome Quartz Braille Watch with Chrome Expansion Band — Classic tactile braille wristwatch. • Seiko SQBR021 Quartz Tactile Watch — Stylish tactile watch by Seiko. • Seiko SQWK031 Quartz Tactile Watch — Highly-rated tactile braille watch. • LS & S Men’s Braille Watch with Silver Expansion Band — Simple, tactile analog watch. • Men’s Braille Watch with Expansion Band — Everyday tactile timepiece. • Braille Watch with Gold Expansion Band — Elegant tactile watch option. • Independent Living Aids Braille Pocket Watch — Portable braille pocket watch.
Talking / Combo Accessibility Watches
• Men’s Braille Talking Watch with Silver Band — Talks time and has tactile markers. • Braille Talking Watch with Silver Case and Band — Talking watch with tactile features.
Google Drive Keyboard shortcuts become much easier — and faster — when you know the right screen reader keyboard commands. In this TechVision tutorial, I walk you through how JAWS and NVDA users can move through folders, open files, switch views, and manage Drive content without ever touching a mouse.
These skills build confidence, speed, and independence for blind and low‑vision users, students learning digital literacy, and anyone who prefers keyboard‑based navigation. You’ll learn how to open menus, jump between items, select files, search your Drive, and access settings with predictable, repeatable commands.
Whether you’re organizing schoolwork, managing shared folders, or teaching students how to work in the cloud, these shortcuts make Google Drive more accessible and efficient for everyone.
TechVision: Empowering real‑life tech skills with clarity, accessibility, and confidence.
Many people wonder what does legally blind look like? In the United States, a person meets the definition of legal blindness when the best corrected visual acuity in the better eye is 20/200 or worse, meaning the vision remains at or below that level even with glasses or contact lenses. A person may also be considered legally blind if the visual field in the better eye is limited to 20 degrees or less, often described as tunnel vision. These criteria are commonly used to determine eligibility for services, supports, and certain benefits for individuals with significant vision loss.
“Legally blind” is a measurement of vision—not an appearance. It includes a wide range of eye conditions, levels of clarity, contrast sensitivity, and visual fields. Two people with the same diagnosis may function very differently.
Understanding this helps us support students, coworkers, and community members with respect and accuracy. Vision loss is diverse, and so are the people who live with it.
Educational Definition for Services
Under the new criteria, if a person’s visual acuity is measured with one of the newer charts, and they cannot read any of the letters on the 20/100 line, they will qualify as legally blind, based on a visual acuity of 20/200 or less. Based on acuity Work will need to be adapted.
This vision means that a person sees at 20 feet what someone with normal vision sees at 70 feet. It is a form of visual impairment classified as mild low vision. Here’s a breakdown of what this means and its implications: Based on diagnosis, this acuity can get worse throughout the day.
1. Definition of 20/70 Vision
In a standard eye exam, the results are written as a fraction, with 20/20 being considered normal vision.
The first number (20) refers to the distance (in feet) from which a person views an object.
The second number (70) indicates the distance at which a person with normal vision can see the same object with clarity.
Thus, someone with 20/70 vision must be closer to an object (20 feet away) to see it as clearly as a person with 20/20 vision can from 70 feet.
2. Implications of 20/70 Vision
Legally Not Blind: This level of vision does not qualify as legal blindness, which is defined as 20/200 or worse with corrective lenses.
Difficulty with Certain Tasks: Individuals with 20/70 vision may struggle with tasks requiring clear distance vision, such as reading road signs, recognizing faces from a distance, or seeing objects clearly in low-light conditions.
Daily Life Adjustments: Depending on the person’s environment, they may need glasses or contact lenses to enhance their vision for specific tasks. However, vision aids may not fully restore perfect clarity.
3. Corrective Measures
Eyeglasses or Contact Lenses: Many individuals with 20/70 vision wear corrective lenses to improve visual acuity.
Low Vision Aids: Some people might benefit from magnifying devices, large-print materials, or enhanced lighting to assist with reading or other close-up tasks.
Adaptive Technology: Screen magnifiers, larger fonts on digital devices, and software that enhances visual contrast can also help improve accessibility for people with 20/70 vision.
4. Potential Causes
Refractive Errors: Conditions like myopia (nearsightedness), hyperopia (farsightedness), or astigmatism can result in 20/70 vision if not corrected.
Eye Diseases: Conditions like cataracts, macular degeneration, glaucoma, or diabetic retinopathy may cause a person’s vision to deteriorate to 20/70.
Age-Related Changes: Vision often declines naturally with age, and some individuals may experience 20/70 vision due to presbyopia or other age-related conditions.
5. Treatment and Management
Regular eye exams are essential to monitor vision changes.
Wearing prescribed corrective lenses and using adaptive aids can help individuals maintain independence and improve their quality of life.
Early detection of underlying conditions (e.g., glaucoma or cataracts) through eye exams can prevent further vision loss.
In summary, 20/70 vision reflects a moderate visual impairment. While it can pose challenges for certain activities, corrective measures and assistive technologies can significantly enhance visual functioning and quality of life.
all acuity levels compared
20/100 vision means that a person sees at 20 feet what someone with normal vision can see clearly at 100 feet. This level of visual acuity is considered moderate low vision. Here’s a detailed explanation of what 20/100 vision means and its implications:
1. Definition of 20/100 Vision
Visual Acuity Measurement: Vision is typically measured using a Snellen eye chart, and the result is expressed as a fraction. The first number (20) represents the distance at which the person is standing from the chart. The second number (100) indicates the distance at which a person with normal vision (20/20) can see the same object clearly.
Therefore, a person with 20/100 vision must be much closer to an object (20 feet away) to see it clearly, while someone with normal vision can see it clearly from 100 feet away.
2. Implications of 20/100 Vision
People with 20/100 vision are considered legally visually impaired. However, this does not meet the definition of legal blindness, which is 20/200 or worse. Even with corrective lenses, they fall under the low vision category. This means normal vision remains unattainable.
When it comes to daily tasks, they often struggle with seeing distant objects clearly. For instance, they may have trouble reading signs from far away. Recognizing faces across a room or on the street is also challenging. Watching TV or presentations requires sitting close. Driving presents challenges, as they may not clearly see signs or signals from a safe distance.
Close-up tasks can be easier for those with 20/100 vision. Reading or using a computer may not be as difficult. However, many still require magnification or adaptive tools to assist with these activities.
Driving: In many regions, individuals with 20/100 vision may not meet the vision requirements for driving. Driving may be possible with special accommodations or vision aids, but restrictions usually apply.
Work and Education: Individuals with 20/100 vision may need accommodations in the workplace or classroom, such as enlarged print materials, magnifiers, or assistive software. Special seating or devices may also be necessary to ensure they can participate fully.
Mobility: While 20/100 vision allows for some independent movement, it can still make navigating unfamiliar environments more challenging. Some individuals may benefit from mobility aids like a cane or guide dog in certain situations. Based on diagnosis, 20/100 can change to 20/200 or worse during any day at school or work based on eye fatigue.
Different levels of Vision Loss to easily compare:
20/20 visual acuity to see people clearly in distance20/200 seeing blurry people in the distance20/400 acuity seeing people extremely blurry in distance
What legally blind looks like and is:
20/200 vision is a severe level of visual impairment and is often classified as legal blindness in many regions. It means that a person with this level of vision can see at 20 feet what a person with normal vision can see clearly at 200 feet. Here’s an overview of 20/200 vision and its implications: Technology has changed everything toward independence, including AI apps that will transcribe the inaccessible to accessible for you what you cannot see
1. Definition of 20/200 Vision
In an eye exam, vision is expressed as a fraction. The first number (20) refers to the distance (in feet) from which the person views an object. The second number (200) indicates the distance at which a person with normal vision can see the same object clearly.
Therefore, someone with 20/200 vision must be much closer to an object (20 feet away) to see it with clarity, while a person with normal vision can see it clearly from 200 feet away.
2. Legal Blindness
Legally Blind: A person with 20/200 vision is considered legally blind. Legal blindness is defined as having a visual acuity of 20/200 or worse in the better eye with the best possible corrective lenses.
Low Vision Category: While legally blind, individuals with 20/200 vision may still have some functional sight. They fall under the category of low vision, meaning that although their vision is severely impaired, they can still benefit from visual aids.
3. Impact on Daily Life
Challenges with Distance Vision: Individuals with 20/200 vision have significant difficulty seeing objects, signs, or faces at a distance. Recognizing faces across a room, reading road signs while driving, or watching TV from a typical distance can be very challenging or impossible.
Mobility and Orientation: Moving through unfamiliar environments may require assistance or adaptations. People with 20/200 vision often need to use mobility aids, such as a white cane or guide dog, to navigate safely.
Reading and Close-Up Work: Although close-up vision may be better, people with 20/200 vision often require magnifiers or other visual aids for reading or detailed work.
4. Corrective Measures
Eyeglasses or Contact Lenses: In some cases, corrective lenses may slightly improve vision. However, they often cannot bring a person’s vision to normal (20/20) levels when the vision loss is significant.
Low Vision Aids: Various devices can assist people with 20/200 vision in their daily lives, including:
Magnifiers: Handheld or electronic magnifiers for reading and detailed work.
Screen Readers: Digital devices or computers with screen readers that convert text to speech.
CCTV Systems: Closed-circuit television systems that enlarge printed text or images onto a screen.
Large-Print Materials: Books and materials with large text can make reading easier.
5. Driving Restrictions
Not Eligible for Driving: In most countries and regions, individuals with 20/200 vision are not permitted to drive. Driving requires a higher level of visual acuity to safely recognize signs, signals, and hazards.
6. Assistive Technology and Adaptations
Adaptive Technologies: Screen readers, screen magnifiers, and voice commands on computers and smartphones help individuals with 20/200 vision engage with digital content.
Environmental Modifications: Enhanced lighting, contrast modifications, and large-text displays make daily tasks like reading, working, and navigating spaces easier.
Orientation and Mobility Training: People with 20/200 vision need O&M (orientation and mobility) training to help them navigate safely and independently using mobility aids or techniques.
20/800 vision is a severe visual impairment often classified as profound low vision or near-total blindness. This means a person with 20/800 vision can see at 20 feet what someone with normal vision sees at 800 feet. Consequently, this level of impairment presents significant challenges for daily functioning. Even with corrective lenses, the limitations remain.
1. Definition of 20/800 Vision
A person with 20/800 vision must be 20 feet away to see something that a person with normal vision can see clearly from 800 feet. This substantial loss of visual acuity severely limits the ability to see details at any distance.
2. Legal Blindness and Classification
Individuals with 20/800 vision fall under the category of profound low vision. Although some residual vision may remain, it is limited. People with 20/800 vision are legally blind. Legal blindness is defined as having a visual acuity of 20/200 or worse in the better eye, even with corrective lenses.
3. Impact on Daily Life
People with 20/800 vision face significant visual challenges in everyday tasks. They may struggle with activities such as reading, recognizing faces, or navigating unfamiliar environments. Even simple tasks like watching TV or identifying objects across a room are often inaccessible. As a result, they must rely on non-visual cues such as tactile or auditory information. This helps them navigate their surroundings and accomplish tasks.
4. Corrective Measures
Although corrective lenses offer limited improvement for individuals with 20/800 vision, magnifiers or other visual aids may enhance any remaining vision for specific tasks. However, many people with this level of impairment depend on advanced assistive technologies. Screen readers, braille displays, and text magnifiers help them access information. Voice-controlled devices enable hands-free interaction with technology. Additionally, orientation and mobility aids, such as white canes or guide dogs, help individuals move safely.
5. Causes of 20/800 Vision
Congenital conditions, like Retinitis Pigmentosa or Optic Nerve Hypoplasia, often lead to severe vision loss. Progressive eye diseases such as Glaucoma, Macular Degeneration, or Diabetic Retinopathy can also cause vision to deteriorate to 20/800. Additionally, trauma or injury to the eye may result in permanent vision impairment.
6. Mobility and Independence
People with 20/800 vision rely on white canes, guide dogs, or assistance to travel safely. Orientation and mobility training teaches them how to use these aids effectively. This training also helps them develop strategies for moving confidently through public spaces. Some individuals also use adaptive techniques like echolocation to supplement their remaining vision.
7. Driving Restrictions
Due to the severity of the impairment, individuals with 20/800 vision are not permitted to drive.
8. Support and Resources
Low vision rehabilitation programs provide essential training in daily living skills, technology use, and mobility techniques. These programs enable individuals with 20/800 vision to maximize their remaining vision. Various organizations offer services such as guide dog training, braille literacy, and mobility aid instruction. Vision loss support groups also offer emotional and practical support for those facing similar challenges.
Result
20/800 vision represents profound visual impairment, often resulting in near-total blindness. People with this condition face substantial challenges in daily life. However, they can rely on assistive technology, mobility aids, and rehabilitation services to maintain independence. While corrective lenses may offer limited improvement, adaptive tools and strategies help individuals with 20/800 vision engage in work, education, and social activities successfully.
Now, you can get an idea of what a visual impairment actually looks like. Educational Services starting at youngest age possible but no later than age 3 years old is crucial.
Understanding Vision in Children: What Visual Acuity Really Means
For students who are blind or legally blind, accessing visual information on a computer screen can be one of the biggest barriers to learning unless you have an APP like Be My Eyes on Computer. Whether it’s a graph in science class, a diagram in math, a picture in a digital textbook, or an unlabeled image on a website, visual content often goes unexplained — unless someone is available to describe it.
Be My Eyes now solves this problem directly on your computer.
What Be My Eyes Can Do on a Computer
When installed on a PC or Mac, Be My Eyes can:
Describe graphs, charts, and diagrams
Explain pictures, illustrations, and maps
Identify objects or images in digital textbooks
Summarize visual layouts on websites
Clarify icons, buttons, or menus that are not labeled
Provide context for images that screen readers cannot interpret
This is especially powerful for students who are legally blind and need immediate access to visual information without waiting for a teacher, aide, or parent.
How It Works
Open the Be My Eyes app on your computer.
Take a screenshot or upload the image you want described.
Use the “Ask About This Image” feature.
Type your question — or simply ask:
“What is shown in this graph?”
“Describe the picture on the screen.”
“What does this diagram represent?”
“What is happening in this image?”
The AI will give a clear, detailed description that students can use immediately for classwork, homework, or studying.
Why This Matters for Blind and Low‑Vision Students
Visual content is everywhere in school — especially in math, science, social studies, and digital learning platforms. Without access, students fall behind academically and lose independence.
Be My Eyes gives students the ability to:
Access visual information instantly
Work independently without waiting for help
Understand graphs and diagrams in real time
Participate fully in class assignments
Build confidence and autonomy
For students who are legally blind, this tool is not optional — it is essential.
When to Use Be My Eyes vs. Other Tools
Be My Eyes: For describing images, graphs, diagrams, pictures, and anything visual.
Screen Readers (JAWS/NVDA): For reading text, navigating websites, writing, researching, and completing assignments.
CCTV: Only for viewing pictures or visual diagrams — not for reading.
Together, these tools create a complete access system.
Set Up iPhone Security with VoiceOver using Face ID
Goal
Student independently sets up device security and understands how to authenticate downloads. This lesson will help you Set Up iPhone Security with VoiceOver for a more accessible and safe experience.
PART 1: Set Up a Passcode (Must Be Done First before you can acquire apps)
Face ID and Touch ID require a passcode.
Step 1: Open Settings
Press and hold Side button.
Say:
“Open Settings.”
Step 2: Go to Face ID & Passcode
(Or Touch ID & Passcode on older phones)
• Flick right until you hear: “Face ID & Passcode” • Double-tap.
If it says “Turn Passcode On,” double-tap.
Step 3: Create a Passcode
You will hear:
“Enter a six-digit passcode.”
• Double-tap each number OR • Use braille display if connected
Enter code twice.
Choose a code the student can remember but others cannot guess.
Teach: Do not use birthdays.
Passcode is now active.
PART 2: Set Up Face ID (Newer Phones)
Step 1: In Face ID & Passcode Menu
• Flick right to “Set Up Face ID” • Double-tap.
VoiceOver will guide.
Step 2: Position Face
If by yourself, place phone on your forehead then move straight back
iPhone-Setting Up Email Using Siri & Voice Over-sending a text
Phase 1-Setup Email
Goal
Student independently adds an email account and verifies it works. This guide covers iPhone-Setting Up Email Using Siri & VoiceOver to simplify the process for users who need accessibility support.
Step 1: Open Settings with Siri
Press and hold the Side button. Or Say “Hey Siri” if set up
Say:
“Open Settings.”
VoiceOver will say “Settings.”
Double-tap if needed.
Step 2: Navigate to Mail
• Flick right until you hear “Mail” • Double-tap
Inside Mail:
• Flick right to “Accounts” • Double-tap
Step 3: Add Account
• Flick right to “Add Account” • Double-tap
Choose account type:
iCloud
Google
Outlook
Yahoo
Other
Flick to correct provider. Double-tap.
Step 4: Enter Email Information
You will land in a text field.
To type:
• Double-tap in field • Dictate email address OR • Type using keyboard
Move to next field:
• Flick right
Enter password carefully. VoiceOver will say “Secure text field.”
After entering:
• Flick right to “Next” • Double-tap
Step 5: Verify Mail is Turned On
After account connects:
Make sure “Mail” toggle is ON.
Flick to it. Double-tap if needed.
Then flick right to “Save.” Double-tap.
Email is now active.
Phase 2 – Open and Use Mail
Now the student can begin using Mail.
Activate Siri:
“Open Mail.”
Proceed with:
• Flick right to inbox • Double-tap to open messages • Reply and send
Important Teaching Notes
Teach these concepts early:
✔ Every text field requires a double-tap before typing ✔ Listen fully before moving ✔ Flick slowly and intentionally ✔ Passwords must be entered accurately
If login fails:
• Recheck password • Ensure Wi-Fi is connected • Use Siri to say “Turn Wi-Fi on” if needed
Skill Check
Student should be able to:
Open Settings with Siri
Add an email account
Open Mail
Read one message
Send one reply
You are building digital independence.
Phase 3
Setting Up and Using Email with Siri & VoiceOver
Goal:
Student can open Mail, read messages, and send a simple email independently.
Step 1: Open the Mail App
Activate Siri: Hold the Side button or say:
“Hey Siri, open Mail.”
VoiceOver will announce: “Mail.”
Double-tap if needed.
Step 2: Navigate Inbox
• Flick right to move through emails • VoiceOver reads sender and subject • Double-tap to open
Teach: Listen fully before moving.
Step 3: Read Email
• Flick right to move line by line • Use rotor to change reading level
Using VoiceOver to Learn What You Can Do in an App-using rotor action
Lesson:
Objective
Learners will understand how to use VoiceOver’s built‑in help features — including the four‑finger double‑tap — to explore gestures, discover available actions, and learn what options exist inside any app.
1. What the Four‑Finger Double‑Tap Does
VoiceOver Help Mode
A four‑finger double‑tap turns VoiceOver Help on or off.
When Help Mode is ON:
VoiceOver explains every gesture you perform
Nothing on the screen activates
It is a safe space to practice
You can explore without fear of opening apps or changing settings
To exit Help Mode, simply four‑finger double‑tap again.
This gesture does not give information about the app itself — it teaches VoiceOver gestures.
2. How to Learn What You Can Do in an App
VoiceOver offers several ways to discover menus, actions, and options inside any app.
A. Explore by Touch
Gently lay finger on screen and Move your finger around the screen-top left to right and down
VoiceOver announces buttons, tabs, menus, and controls
This helps you build a mental map of the app layout
The Rotor is a powerful tool for discovering what’s possible.
To use it:
Place two fingers on the screen with 1 hand to “turn knob”; or some find it easier with pointer finger from each hand mimicking a circle
Twist like turning a dial
Stop when you hear Actions, More Options, or similar choices
Swipe up or down to explore available actions
Common rotor actions include:
“More Info”
“Details”
“Menu”
“Help”
“Show Options”
“Edit”
“Delete”
“Open Settings”
This is often where apps hide extra features.
You can add features in Settings just ask Siri to “open Accessibility and flick to Voice Over and when you open-pay attention to every detail her then open rotor settings”
C. Turn On VoiceOver Hints
Hints tell the learner what they can do on each item.
To enable:
Settings → Accessibility → VoiceOver → Hints
When hints are on, VoiceOver may say:
“Double‑tap to activate.”
“Swipe up or down to adjust.”
“Double‑tap and hold to open menu.”
Hints help learners understand available actions without guessing.
D. Look for App‑Specific Help or Menus
Many apps include:
A Help button
A Menu or More tab
A Settings area
VoiceOver will announce these when the learner explores the screen.
3. Practice Activity Steps
Have the learner:
1 — Enter Help Mode
Perform a four‑finger double‑tap
Try gestures: flicks, taps, rotor turns
Listen to VoiceOver explain each one
2 — Explore an App
Touch around the screen to hear what’s available
Find tabs, buttons, and menus
3 — Use the Rotor
Turn the rotor to Actions
Swipe up/down to hear what actions are available
4 — Turn on Hints
Listen for instructions VoiceOver provides
4. Key Takeaways
Four‑finger double‑tap = VoiceOver Help Mode, not app information
Signs of Low Vision in Children: Cannot see board work
Many children pass school vision screenings but still struggle to see clearly. Screenings check distance blur, not functional vision. Parents and teachers should watch closely for signs of low vision in children, because children may look fine on paper, yet daily tasks reveal hidden challenges. They squint at the board, lose place in text, miss expressions, and tire quickly. These behaviors reflect low vision, not lack of effort.
Many children pass school vision screenings but still struggle to see clearly. Screenings check distance blur, not functional vision. Children may look fine on paper, yet daily tasks reveal hidden challenges. They squint at the board, lose place in text, miss expressions, and tire quickly. These behaviors reflect low vision, not lack of effort.
Short Attention Span Optimized
1. They squint at the board even from the front row
Squinting signals effort, not attitude. The student works harder to sharpen distant detail.
Strategy:Increase contrast, use bold markers, and provide digital access. Squinting means they’re working hard, not misbehaving.
2. They move reading material close to their face
Children may hold books only inches away. They are trying to capture clarity, not misbehaving.
Strategy: Allow close viewing without correction. Offer magnification, larger print, or digital zoom. This is a strategy, not a problem.
3. They lose place or skip lines while reading
Low contrast and visual strain make tracking difficult. This shows visual fatigue, not poor skills.
Strategy: Use line guides, high‑contrast text, and uncluttered layouts. Tracking improves when visual strain decreases. Use immersive reader on laptop in WORD. Teach Screen reader to listen to content versus all visual.
4. They avoid worksheets with dense text
Heavy print strains the eyes. Students may stall, fidget, or rush because the task hurts.
Strategy:Break text into smaller chunks, increase spacing, and reduce clutter. Avoidance is often about discomfort, not motivation. Teach screen reader Access technology.
5. They miss facial expressions and social cues
Low vision reduces detail in faces. Children may misunderstand reactions, jokes, or emotions.
Strategy: Pair spoken cues with visual ones. Teach peers to use clear gestures and verbal confirmation. Low vision makes faces low‑contrast.
6. They trip or bump into objects others avoid easily
Low detail and reduced depth perception affect safe movement. These students need clear pathways.
Strategy: Keep pathways clear, reduce visual clutter, and ensure consistent classroom layouts. This is an access issue, not coordination.
7. They tire long before they complain
Visual fatigue builds fast. A child may appear distracted after lunch simply because their eyes are tired.
Strategy: Build in visual breaks, rotate tasks, and allow alternative formats. Visual fatigue shows up as “inattention.”
8. They improve dramatically with better contrast or lighting
When small changes help instantly, the issue is vision, not motivation.
Strategy:Adjust lighting, reduce glare, and use bold, high‑contrast materials. Quick improvement means the issue is vision, not effort.
Low Vision Issues
A child can pass a screening yet still experience low vision daily. These signs reflect access needs, not ability. With early support and the right tools, children learn confidently and keep pace with peers.
Understanding Vision in Children: What Visual Acuity Really Means
What does 20/800 vision look like: 20/200 vision compared to 20/800
20/800 is one of the most misunderstood acuity levels and is considered legally blind. People often assume it means “total blindness,” but that’s not accurate. 20/800 is severe low vision, and while it dramatically reduces detail at distance, many students and adults still use this vision every day — just differently.
Let’s break down what 20/800 really means in daily life.
What Does 20/800 Vision Mean?
A person with 20/800 vision sees at 20 feet what a person with typical vision sees at 800 feet. That’s a forty‑times loss of detail.
This affects:
distance clarity
facial recognition
reading speed
contrast sensitivity
navigation
visual fatigue
But it does not mean “no vision.” It means very limited detail, especially beyond arm’s length.
How 20/800 Vision Shows Up in Real Life
1. Distance detail is extremely limited
At 20/800, the world beyond a few feet becomes shapes, outlines, and movement — not detail. Signs, faces, and board work are not readable at any distance.
2. Faces are recognized by shape, hair, and movement
Students often identify people by voice, posture, hairstyle, or clothing rather than facial features.
3. Reading requires magnification or digital access
Print must be significantly enlarged, or accessed digitally with zoom, contrast, and speech support.
4. Contrast becomes essential
Low‑contrast materials disappear. Bold, high‑contrast visuals make a dramatic difference.
5. Mobility relies on pattern recognition, not detail
Students may navigate familiar spaces independently but need support in unfamiliar or visually complex environments.
How 20/800 Compares to Other Acuity Levels
20/800 vs. 20/200
20/200 is the legal definition of blindness. 20/800 is four times further down the chart — but the functional difference is not linear.
20/200 students may still catch some large details at distance. 20/800 students rely almost entirely on near vision, contrast, and nonvisual cues.
20/800 vs. 20/100
20/100 students can often access large print and some distance information with effort. 20/800 students cannot access distance information visually at all.
20/800 vs. “no vision”
It is not total blindness. Students may still detect:
light
motion
large shapes
high‑contrast objects
bold colors
This remaining vision can be incredibly useful when paired with the right tools.
What Students With 20/800 Need
digital access of all work with speech
predictable classroom layouts
tactile and auditory information
mobility support when needed
lighting that reduces glare
read using laptops with screen readers
work independently with braille, braille displays and tactile graphics
navigate confidently with cane and GPS
complete assignments alongside their peers using access technology
If instruction begins early and stays consistent, they thrive.
These aren’t “extras.” They’re access tools that allow students to participate fully and confidently.
The Bottom Line
20/800 is severe low vision — but it is still usable vision. Students with 20/800 rely on a combination of visual, tactile, and auditory information, and with the right supports, they can read, learn, navigate, and thrive.
Understanding what 20/800 really means helps educators stop assuming “total blindness” and start providing the access, dignity, and clarity every student deserves.
Understanding Vision in Children: What Visual Acuity Really Means
What does 20/100 vision look like: 3 comparisons: 20/20, 20/100 and 20/200
20/100 Vision: What It Really Means for People (Not legally blind, but close)
Many people hear “20/100” and think it is only “blurry.” But what does 20/100 vision look like for someone in everyday life? It is far more than that. For a student, 20/100 changes access to learning, classroom speed, and social interaction.
1. The board exists, but details disappear
A student with 20/100 sees the board, but letters fade quickly. Low contrast, faint markers, and glare make decoding slow.
2. Text requires extra effort
The eyes work harder to hold focus. Small print drains energy fast. Reading becomes a stamina task, not an intelligence test.
3. Faces and expressions lose clarity
At 20/100, subtle expressions vanish. Social cues move too fast. Misunderstandings follow because detail drops before meaning forms.
4. Mobility becomes cautious
Depth and detail shrink. Hallway movement requires more scanning. Crowded spaces increase stress and accidental bumps.
5. Fatigue arrives early
Eyes strain harder to stay clear. By mid-day, the visual system tires. Students feel the fatigue long before they report it.
6. Behavior changes are often misread
A student who looks away, slows down, or avoids reading is not lazy. They are adapting to a visual load others cannot see.
20/100 Is Not “Almost Fine”—It Is Reduced Access
This acuity does not reflect intelligence or motivation. It reflects how much effort a student must spend to access the same information as peers.
With stronger contrast, better lighting, correct seating, and the right tools, students with 20/100 can thrive.
How 20/100 Shifts Toward 20/200 During the Day
Visual clarity changes with fatigue. By afternoon, students often experience:
slower refocusing
reduced contrast sensitivity
more blur at distance
difficulty maintaining near clarity
This shift can push functional acuity close to 20/200, especially under stress, glare, or eye strain.
It works much like a Snellen chart: A student who reads 20/100 in the morning may miss one or two extra letters later, shifting the score. Missing those letters can lower acuity enough to look more like 20/160–20/200, even though the eye disease did not change—only the fatigue did.
Summary
20/100 vision affects more than reading. It changes learning, speed, confidence, and daily stamina. Early support, correct tools, and intentional teaching help students keep pace and protect their energy.
Keep in mind that life is competition so to keep up:
Life is a measure of access.
With the right tools, students with 20/100 vision:
can read using laptops and screen readers
People with 20/100 vision can work independently and may or may not need braille, braille displays, or tactile graphics, depending on whether their eye condition is stable or degenerative.
navigate confidently with cane and GPS
complete assignments alongside their peers using access technology
If instruction begins early and stays consistent, they thrive.
Understanding Vision in Children: What Visual Acuity Really Means
What 20/40 vision means at 20 feet trying to look at board
Understanding 20/40 Vision: Why “Almost Normal” Still Matters in the Classroom
When people hear 20/40 vision, they often assume it means “just a little blurry.” But for many students, 20/40 affects how they access learning, social cues, and the fast‑moving visual world of school. It’s not a measure of intelligence or effort — it’s a measure of visual access.
Here’s what 20/40 really means, and why it deserves attention.
What Does 20/40 Vision Mean?
A student with 20/40 vision sees at 20 feet what a student with typical vision sees at 40 feet. That difference may sound small, but in real‑world environments — classrooms, hallways, playgrounds, screens — it adds up quickly.
20/40 is still within the “legal driving” range in many places, but that doesn’t mean it’s effortless. It simply means the student can function — not that they can function comfortably.
How 20/40 Vision Shows Up in Daily School Life
1. The board is readable… until conditions change
Students may read the board when the lighting is perfect and the marker is bold. But add glare, faint ink, low contrast slides, or distance, and clarity drops fast.
This leads to guessing, leaning forward, or quietly copying from a friend.
2. Small print requires more effort
Worksheets with tiny fonts, cluttered layouts, or dense text slow students down. They can read it — but it takes more energy, and fatigue shows up long before frustration.
3. Social cues can be harder to interpret
Facial expressions, quick gestures, and subtle movements may be harder to see from across the room. This can lead to misunderstandings that look like inattention or missed cues.
4. Outdoor environments are visually demanding
Playgrounds, fields, and parking lots introduce glare, shadows, and low‑contrast backgrounds. Spotting details — a ball, a friend waving, a step — takes more effort.
5. Students may not report difficulty
Kids with 20/40 often assume everyone sees this way. They adapt quietly, work harder than adults realize, and rarely complain.
Why 20/40 Still Matters for Access
20/40 doesn’t require the same level of support as 20/200 or 20/70, but it still impacts:
reading speed
visual endurance
accuracy at distance
social interpretation
comfort in bright or low‑contrast environments
Small changes can make a big difference:
better contrast on the board
bold markers
seating that reduces glare
slightly larger print
uncluttered worksheets
digital access when possible
These aren’t “accommodations.” They’re access strategies — the same ones sighted students benefit from, just more essential here.
The Bottom Line
20/40 is not “almost normal.” It’s a visual profile that requires awareness, thoughtful design, and small adjustments that protect a student’s energy and confidence.
When we understand what 20/40 really means, we stop assuming students are “fine” — and start giving them the clarity they deserve and access to their world.
Understanding Vision in Children: What Visual Acuity Really Means
20/70 vision gets dismissed as “not that bad,” or “just a little blurry,” yet it changes a student’s entire school day. It affects how they read, learn, socialize, and move through their world. Teachers often miss the signs because the student looks like they are seeing “well enough,” but their visual system works harder every minute.
Here’s what 20/70 often looks like in real life:
1. The board is visible… but not comfortably
Students may technically read the board, but only with effort. Low contrast, faint markers, and glare turn every lesson into a slow decoding task.
2. Faces and expressions lack detail
Social cues move quickly. At 20/70, subtle expressions, eyebrow movements, and small gestures can be missed — leading to misunderstandings that look like inattention.
3. Reading takes more energy
It’s not about ability. It’s about the visual system working harder to maintain clarity, especially with dense text or poor contrast.
4. “Clumsy” moments aren’t clumsiness
Reduced detail and depth perception affect navigation, especially in busy classrooms, hallways, and playgrounds.
5. Fatigue shows up before frustration
When every task requires extra visual effort, students tire faster — long before they complain.
6. Behavior changes are often misunderstood
A student who looks away, loses place, or avoids reading isn’t unmotivated. They’re adapting.
20/70 is not a measure of intelligence or effort and it does not limit intelligence, motivation, or potential. It only limits access. With simple changes—better contrast, stronger lighting, proper seating, and the right tools—students stop struggling and start thriving. When schools understand what 20/70 really means, they unlock a student’s ability to learn with confidence and independence.
Understanding Vision in Children: What Visual Acuity Really Means
When Vision Problems Look Like Misbehavior as kid pokes another student in class to ask question
Why Vision Challenges Often Look Like “Behavior” in Kids and Adults
Vision challenges often hide in plain sight, yet they shape behavior every day. For many families, it can be confusing when vision problems look like misbehavior. A child avoids reading because letters blur. An adult seems distracted because focusing hurts. Teachers and parents notice frustration, not vision strain. Misunderstanding grows quickly when no one knows the eyes work too hard. When vision becomes clear, behavior improves, confidence rises, and daily tasks feel easier. This illustrates why vision problems sometimes appear as misbehavior.
Many vision issues do not appear as “I can’t see.” They appear as everyday behaviors people misunderstand. These signs often show that vision—not motivation—is the real struggle.
• “Why can’t my child see the board?” Distance vision is only part of the story. Low contrast, glare, and faint markers make even the front row feel far away.
• “Why does my student squint?” Squinting is often a contrast problem, not a distance problem. It’s the brain trying to sharpen an image that isn’t clear enough.
• “Why does my child hold things close?” Close viewing is a strategy, not a flaw. Many students see best within a narrow range where print is larger, clearer, and higher contrast. When vision problems arise, they may mimic misbehavior rather than signal a visual challenge.
• “Why does my student miss social cues?” Facial expressions, eye contact, and gestures are low‑contrast, fast‑moving, and often far away. Missing them is a vision access issue, not a social one.
Vision Problems Look Like Misbehavior in small but significant ways
• “Why is my child clumsy?” Depth perception, peripheral vision, and glare sensitivity all affect movement. Tripping or bumping into things is often functional vision—not coordination.
• “Why does my student avoid reading?” Avoidance is usually fatigue. Low contrast, small print, and visual clutter make reading physically exhausting long before it becomes academically challenging. In many cases, vision problems may be mistaken for misbehavior in students avoiding tasks.
Why does my child interrupt conversations or seek attention in the wrong ways? If you can’t clearly see who is talking, where the group’s attention is focused, or when it’s your turn to join in, you rely on timing guesses. What looks like interrupting or attention‑seeking is often a student trying to participate without the visual information everyone else takes for granted. Vision Problems Look Like Misbehavior all the time with habits such as these.
When we understand the why, we stop labeling these behaviors as inattentive, unmotivated, or disruptive—and start creating environments where students can thrive.
Understanding Vision in Children: What Visual Acuity Really Means
20/200 vision explained-in the distance and up close with 1 line seen at 20/20 perfect vision
Many people misunderstand what 20/200 vision actually means. The term appears simple, yet the truth often surprises families and teachers. Many assume 20/200 equals total blindness, but it does not. This number describes legal blindness, not the absence of sight. People with 20/200 vision may still see shapes, motion, and colors. However, they cannot see detail clearly enough for daily tasks without support. Understanding this difference matters, because it guides education, training, and future independence. Clear knowledge empowers parents, schools, and professionals to build the right plan.
Misunderstanding 1: “20/200 means total blindness”
20/200 is the legal definition of blindness in the United States, but it is not the functional definition. Many people with 20/200:
See light, color, and large shapes
Navigate familiar spaces
Recognize faces at close distances
Read with magnification or large print
The myth comes from assuming “blindness” means “no vision at all,” when in reality it describes a range of usable vision.
Misunderstanding 2: “If someone has 20/200, they can’t read”
Reading ability depends far more on print size, contrast, and lighting than on the acuity number alone. Someone with 20/200 may read:
Large print
High‑contrast text
Digital text with zoom
Braille, depending on preference and fatigue
The real barrier is often visual clutter, not the acuity itself.
Misunderstanding 3: “20/200 looks the same for everyone”
Two people with the same acuity can have completely different experiences depending on:
Field loss
Light sensitivity
Glare
Contrast sensitivity
Stability of the condition
Acuity is only one slice of functional vision.
Misunderstanding 4: “If you get close enough, everything becomes clear”
Distance helps, but clarity depends on contrast, lighting, and the condition causing the vision loss. Someone with 20/200 may still struggle with:
Low‑contrast text
Faded pencil writing
Busy backgrounds
Dim rooms
Bright glare
Getting closer doesn’t fix those.
Misunderstanding 5: “20/200 means you can’t be independent”
People with 20/200 routinely:
Work full‑time
Travel independently
Use smartphones and computers
Parent
Cook
Drive with bioptics in some states
Independence is shaped by training, tools, and environment, not just acuity.
With the right tools, students with 20/200 vision:
read using laptops and screen readers
work independently with braille, braille displays and tactile graphics
navigate confidently with cane and GPS
complete assignments alongside their peers using access technology
If instruction begins early and stays consistent, they thrive.
Misunderstanding 6: “20/200 is the same in every situation”
Someone with 20/200 may function very differently depending on:
Indoors vs. outdoors
Daylight vs. fluorescent lighting
High‑contrast vs. low‑contrast environments
Familiar vs. unfamiliar spaces
Functional vision is context‑dependent, not fixed.
Misunderstanding 7: “If you have 20/200, you’ll eventually lose all your vision”
Acuity doesn’t predict the future. Some conditions are stable for life. Most vision fluctuates daily and hourly. Some improve with treatment. Some decline slowly or unpredictably.
The number describes today, not destiny.
Misunderstanding 8: “20/200 means you can’t see faces”
Most people with 20/200 can see faces at close range. What’s difficult is:
Recognizing faces across a room
Reading expressions from a distance
Catching subtle social cues
This is why students may appear “uninterested” or “unaware” when they’re actually working twice as hard to interpret the room.
Misunderstanding 9: “Glasses can fix 20/200”
If glasses could correct it, it wouldn’t be classified as 20/200. The number reflects best‑corrected vision, not uncorrected vision.
Misunderstanding 10: “20/200 is rare”
It’s more common than people think, especially among:
Students with albinism
Individuals with optic nerve conditions
Adults with diabetic retinopathy
People with congenital low vision
The number shows up across many diagnoses.
Globally, more than 33 million people meet the legal blindness threshold of 20/200 vision or worse, making this level of sight loss far more common than most people realize.
Understanding Vision in Children: What Visual Acuity Really Means
What they are: Lightweight smart glasses with a small display above the right eye. Originally released for consumers, now mostly used in enterprise and medical settings.
What they are: A family of AR smart glasses built for industrial, medical, and field environments. Models vary in shape and display size.
Key features:
Larger, brighter AR displays
Camera options up to 4K
Rugged designs for work environments
Voice, touch, and head-tracking controls
Works with Android-based apps
Aira and Smart Glasses for Blind Navigation: Modern Tools for Safe, Independent Travel
Whether you’ve been blind for years or you’re just beginning to lose vision, today’s tools offer more options than ever for navigating the world with confidence. Smart glasses and services like Aira give you access to real‑time visual information—indoors, outdoors, at work, on campus, or in everyday life. For some, it’s an exciting next step in expanding independence. For others, it’s a gentle bridge toward accepting support without feeling like they’re giving up who they are. Wherever you are on that journey, these tools can help you move safely, work more efficiently, and stay connected to the world around you.
If you want, I can also craft a shorter version for a carousel cover slide or a more emotional version that speaks directly to the reader.
Helping a Young Adult Losing Vision: When They’re Not Ready for the Cane… Yet
Losing vision as a young adult is complicated. It’s not just about mobility—it’s about identity, pride, and the fear of being seen as “blind” before they’re ready to claim that word for themselves.
Many young adults tell us:
“I don’t want people staring at me.”
“I’m not blind enough for a cane.”
“I can still get by if I try harder.”
“I don’t want to look different.”
These feelings are real. They deserve respect, not pressure.
But they also deserve safety, dignity, and access to the world.
That’s where Aira can become a bridge—not a replacement for cane skills, not a long‑term solution, but a gentle first step toward accepting support.
Why Aira Works for Someone Who Isn’t Ready for the Cane
Aira gives visual information without announcing disability to the world.
For a young adult who is still grieving vision loss, this matters.
Aira lets them:
Move through a college campus without guessing at signs
Navigate stores, offices, or new environments without pretending
Read menus, labels, and screens without asking friends
Travel safely in unfamiliar places
Do their job or schoolwork without feeling exposed
It’s discreet. Very private. It’s on their terms.
And most importantly—it gives them a taste of what independence with support feels like.
That experience often becomes the turning point.
The Emotional Shift: From “I Don’t Want to Look Blind” to “I Deserve to Move Safely”
When a young adult uses Aira, something powerful happens:
They realize they don’t have to choose between:
Looking blind and
Being unsafe
Aira shows them that support doesn’t take away independence—it protects it.
Once they feel the relief of not guessing, not hiding, not pretending… they often become more open to the cane.
Not because someone forced them. But because they finally understand:
Independence isn’t about doing everything alone. It’s about having the right tools at the right time.
Real Examples: A Young Adult Losing Vision Who Wants a Career in Film, Photography, or Other Visual Fields
Let’s say this young adult has 20/200–20/400 vision or worse and dreams of photography, cinematography, or other highly visual careers that require sharp editing and image capture.
They’re talented. They are creative. They’re determined.
But they’re also scared of being seen as “blind.”
Aira can help them:
Frame shots
Check lighting
Review images
Navigate sets
Identify equipment
Move safely in unfamiliar locations
They get to keep their identity as a creator and keep their dignity. They get to keep their dreams alive.
And slowly, gently, they begin to understand:
Blindness doesn’t take away creativity. It just changes the tools.
How We Bring Them Along—Without Shame, Pressure, or Fear
Here’s the message we give young adults:
“You don’t have to be ready for the cane today. But you do deserve to move safely today. Aira can help you do that while you figure out the rest.”
We meet them where they are and honor their feelings. We give them a tool that supports them privately. And we let confidence do the rest.
Because once they feel what safe, supported independence is like… the cane stops looking like a symbol of blindness and starts looking like a symbol of freedom.
Real Example for all users with Airport Navigation and Traveling Using Aira
Airports can be some of the most challenging environments for blind and low‑vision travelers—constant construction, changing layouts, crowded terminals, and signage that’s almost entirely visual. Aira gives travelers real‑time visual support from the moment they step out of the rideshare to the moment they reach their gate. And when paired with Aira’s own smart glasses—designed to look just like the everyday eyewear everyone else is wearing—travelers get discreet, hands‑free access to visual information without standing out or feeling different.
In fact, the only way anyone would know a traveler is blind is if they’re using a cane. You can even call an Aira Agent while the plane is still on the runway so you’re fully set up to step off the aircraft and head confidently to your next gate with live guidance. Agents can help locate check‑in counters, identify the correct security line, read flight boards, navigate terminals, find restrooms or restaurants, and guide travelers through gate changes or last‑minute updates. Whether you’re a seasoned blind traveler or someone newly adjusting to vision loss, Aira adds a layer of confidence and clarity that makes airport travel smoother, safer, and far less stressful.
How to get a Job-Woman at PC with display and iPhone
Most jobs today use the same tools: a PC, a smartphone, and Windows workplace software. If students want a job later, they must learn these tools early. If anyone wants a job, you must master those tools with excellence. Character, consistency, loyalty, and trust — combined with strong tech skills — help people gain and keep lasting employment.
Blind and low-vision students need the same skills. They also need a screen reader, braille display, and tactile learning to access the world on equal terms.
This is why instruction cannot start late. It must start educationally at age three-as a baby from the womb just teaching parents how to help child.
Early learning builds kindergarten readiness. It keeps blind students even with their peers. Strong IEPs then protect continued teaching in tech, tactiles, and braille each year so they can keep pace with their peers.
When schools teach the right tools early, blind students enter the future ready to work, ready to compete, and ready to thrive.
Global Employment — All People
According to the International Labour Organization (ILO) and global labor data:
Employment Rate Worldwide
About 58% of people aged 15–64 are employed globally. (This includes full-time, part-time, formal and informal work.)
Another ~26% are outside the labor force (students, homemakers, retired)
~6–10% are officially unemployed (actively seeking work)
Key takeaway:Most people around the world have some form of work.
Technology Use at Work — General Global Trends
People use a mixture of technology on the job depending on industry, income level, and region.
Most tech adoption statistics come from large surveys, including:
International Telecommunication Union (ITU)
Statista digital economy surveys
World Bank ICT data
Global Workplace Analytics
These show broad patterns across sectors.
Computer Access at Work (Global Estimate)
About 70–75% of office workers worldwide use a computer at work. This includes laptops, desktops, and workstation terminals.
This varies by region:
High-income countries: ~85–90% computer use at work
Middle-income countries: ~60–75%
Low-income countries: ~30–50%
Smartphone Use at Work
Smartphones are extremely common globally, even where desktop PC penetration is lower.
Global estimates show:
85–90% of working adults use a smartphone at least daily for communication, email, scheduling, messaging, and business apps.
In many service, retail, field, and informal jobs, the smartphone is the primary computing tool.
PC vs. Mac vs. Other at Work (Global Split)
There is no exact global “one number,” but multiple tech market share sources give a snapshot of the device ecosystem used professionally:
PC / Windows
Estimated 75–80% of computers used in the workplace run Windows. This includes desktops, laptops, workstations, and enterprise systems.
Windows dominates business environments because:
Longstanding enterprise support
Broad software compatibility
Legacy systems in large organizations
Mac (macOS)
Estimated 15–20% of workplace computers.
Higher share in:
creative industries (design, media, publishing)
education and research institutions
startups and technology firms
some small business environments
Other (Linux, Chrome OS, Thin Clients)
5–10% combined share. These are more common in:
tech-savvy organizations
cloud-centric workplaces
specialized development environments
Technology People Use on the Job
Here is how technology breaks down by task:
Office / Knowledge Work
PC (Windows + Office)
Laptops, desktops
Email, Office suites, cloud apps
Collaboration tools (Slack, Teams, Zoom)
Data entry, spreadsheets
Creative / Design / Media
Mac systems are popular
Adobe Creative Suite
Video and audio editing tools
IT / Development
Split between Mac, PC, and Linux
Code editors (VS Code, Vim)
Cloud and DevOps tools
Data / Analysis
PCs for spreadsheets and databases
Macs for visualization and coding
Mobile-First Roles
Smartphones for:
communication (call, message)
scheduling
mobile apps (CRM, logistics)
Especially in:
retail
transportation
field service
Global Smartphone vs Computer at Work
Here’s a broad estimate:
Technology Type
Approx. Global Usage at Work
Smartphones
~85–90%
Desktop/Laptop Computers
~70–75%
Windows PCs
~75–80% of computer share
Macs
~15–20%
Other OS (Linux, Chrome OS)
~5–10%
Note: These percentages overlap — most people use both smartphones and computers.
WHY TECH ADOPTION LOOKS THIS WAY
Smartphones have high adoption because:
They are affordable
Widely available
Used for email, messaging, forms
Often required by employers for mobile work
PC (Windows) dominates because:
Enterprise software is built for it
IT infrastructure around Windows is mature
It’s cost-effective at scale
Mac is strong in:
Creative industries
Technology startups
Higher education
Design and media fields
SUMMARY — GLOBAL View
Employment: ~58% of adults globally are employed Smartphone use: ~85–90% use at work Computer use (general): ~70–75% use a PC/laptop Windows share: ~75–80% Mac share: ~15–20% Other OS: ~5–10%
Audience: Blind or low‑vision students (middle school through adult) Skills: Indoor navigation, spatial awareness, cane + tech integration Tools Needed: iPhone with Clew installed, long cane, safe indoor route
Blind Users Retrace Indoor Routes with Clew
Lesson: Learning to Use Clew for Indoor Route Retracing
Lesson Overview
Clew is a free iPhone app that helps you retrace a route indoors. You walk a path once, and Clew guides you back along that same path using sound, vibration, and spoken cues.
Clew does not use maps, GPS, Wi‑Fi, or beacons. It works in any building because it relies on the path you walked.
Your cane provides safety and obstacle detection. Clew provides directional alignment.
Together, they support confident indoor travel.
Learning Objectives
By the end of this lesson, the student will be able to:
Download and open the Clew app
Allow necessary permissions
Hold the phone correctly for AR tracking
Record a route independently
Retrace the route using Clew’s cues
Use cane skills throughout the process
Explain what Clew can and cannot do
Step 1 — Download the Clew App
Open the App Store
Tap Search
Type “Clew”
Select the app named Clew
Tap Get
Open the app once it installs
Note: Clew is iPhone‑only.
Step 2 — Allow Camera Access
When Clew opens for the first time, it will ask for permission to use the camera.
Tell the student:
“Clew uses the camera to track your movement. It does not record video — it only uses the camera to understand the path you walk.”
Tap Allow.
Step 3 — Phone Positioning
Before recording a route, teach the student to hold the phone:
upright
at chest height
camera facing forward
steady, not swinging
This is essential for Clew’s AR tracking.
Cue: “Cane leads. Phone observes.”
Step 4 — Record a Route
Choose a simple, safe route such as:
hallway → classroom
classroom → office
seat → door
Have the student:
Open Clew
Tap Record Route
Walk the path using solid cane skills
Stop recording at the destination
Reinforce:
“Your cane tells you what’s on the ground.”
“Clew is only tracking the path — it does not detect obstacles.”
Step 5 — Retrace the Route
Now guide the student through returning to the starting point.
Tap Return to Start
Follow Clew’s cues:
Haptic taps for turns
Audio beeps for alignment
Voice prompts for direction
Encourage the student to:
Pause if unsure
Re‑center the phone
Sweep with the cane
Continue when aligned
Step 6 — Troubleshooting Practice
Teach the student what to do if:
Clew says “You’re off route”
Stop
Re‑center the phone
Sweep with the cane
Slowly adjust direction
The phone tilts
Bring it back to upright
Keep it steady
The student drifts
Use the cane to find the wall or landmark
Realign with Clew’s cues
Step 7 — Reflection and Understanding
Ask the student:
“What did Clew help you do?”
“What did your cane tell you that Clew didn’t?”
“When would Clew be useful in your school or home?”
This builds independence and decision‑making.
What Clew CAN Do
Retrace a route you walked
Guide you back with sound, vibration, and voice
Work in any building
Handle multiple turns
Support spatial memory
Help you return to a seat, office, or classroom
What Clew CANNOT Do
It cannot guide you to a new destination
It cannot save routes after the app closes
It cannot detect obstacles
It cannot replace cane skills
It does not use maps
Student‑friendly explanation: “Clew doesn’t know the building. It only knows the path you walked.”
Assessment Checklist
The student can:
Download and open Clew
Hold the phone correctly
Record a route independently
Retrace the route safely
Interpret Clew’s cues
Use cane skills throughout
Explain Clew’s limitations
Identify real‑life situations where Clew is helpful
Teacher Notes
Clew is a reverse‑route tool, not a navigation system
Low Vision Driving Aids: Man driving with Bioptic glasses
Many students with low vision can increase independence through safe and well-designed optical tools. Low Vision Driving Aids such as bioptic telescopes, prism glasses, and adaptive driving technology help students identify road signs, lane markings, and distant objects with greater clarity. These devices do not replace safe driving skills, but they support eligible students who meet vision requirements and receive proper training. Teachers and parents play a central role by learning these options early, guiding students toward evaluations, and helping them build strong visual skills long before driving becomes possible.
Bioptic Telescopic Lenses
Bioptic telescopes are small telescopes mounted on glasses. They magnify distant objects such as road signs and traffic signals. The driver uses normal vision for steering but briefly glances through the telescope for critical details.
How bioptics work: A small telescope at the top of the lenses increases clarity for distant targets.
How drivers use them: Drivers use natural vision for general driving and glance through the telescope to read signs or detect details.
Safety: Research shows bioptic drivers succeed with training. Proper instruction remains essential for safety and confidence.
Adaptive Driving Technology (ADAS)
Many students benefit from modern vehicle safety systems such as:
Lane-keeping assist
Blind-spot detection
Adaptive cruise control
Automatic emergency braking
These systems improve awareness and support safe driving decisions. They do not replace skill, but they strengthen safety for drivers with visual limitations.
Vision Enhancement Devices
Some students use electronic eyewear or enhanced optical devices to support mobility. Tools like eSight improve clarity for reading street names, viewing dashboards, or spotting road markers. These devices help with general visual access rather than driving tasks themselves.
Prism Glasses for Low Vision
What Prism Glasses Do
Prism glasses bend light to move an image into a student’s stronger visual field. They help the student locate print and objects more quickly. They do not change the eye, but they make vision tasks easier and less tiring.
Who Benefits
Prism glasses help students who:
Miss objects on one side
Lose their place when reading
Experience double vision
Have trouble tracking words
Struggle with visual focus
Have CVI or field loss
Prisms reduce searching and help the brain find information faster.
How Prism Glasses Help in School
Prisms can:
Improve tracking
Reduce eye strain
Support board-to-desk copying
Increase reading stamina
Strengthen early print recognition
Teachers often see smoother reading, fewer errors, and better endurance.
Types of Prism Glasses
Students may use:
Reading prisms for near work
Field-shifting prisms to move images into better visual fields
Yoked prisms to shift the entire image
Non-yoked prisms for specific alignment issues
A low vision optometrist chooses the correct type.
Legal and Clinical Requirements
State Laws and Bioptics
Thirty-seven states permit some form of bioptic driving. Each state sets different rules about visual acuity, visual field, telescope power, and required training. Some states allow drivers to meet acuity standards through the bioptic if they reach a level such as 20/40 through the telescope.
DMV -Department of Motor Vehicles- Vision Standards
Most state DMVs require:
Minimum acuity (often 20/40 for unrestricted licenses)
A certain visual field range
Medical reports from a low-vision specialist
Where to Go for Evaluations and Training
Low Vision Optometrists
Families should begin with a low vision optometrist who can:
Test remaining vision
Evaluate driving potential
Determine whether bioptics or prism glasses will help
Prescribe optical devices
Search using IALVS or regional low vision centers.
Outdoor Navigation for Blind Travelers Using iPhone App
Using Siri • VoiceOver • Apple Maps • Compass • O&M Skills: 7 & 8 of 9 Lessons
Complete Indoor & Outdoor iPhone Navigation for Blind People- Look around with iPhone
Look Around APP for outdoor iPhone Navigation for Blind People is now easier than ever. Blind travelers can navigate confidently inside and outside buildings when they combine iPhone tools with strong O&M skills. Siri gives quick commands, VoiceOver announces headings and distance, and Apple Maps provides direction cues that still work indoors. The Compass keeps travelers aligned in hallways, while Look Around describes the outside layout before they enter any building. Using these tools together allows blind people to build complete routes, drop reliable indoor pins, and understand their environment with far greater independence.
LESSON 7— Complete Navigation Routine
Purpose: Combine all skills into one independent travel system.
Indoor Navigation for Blind Travelers Using iPhone Apps
Using Siri • VoiceOver • Apple Maps • Compass • O&M Skills: 9 of 9 Lessons
Indoor Navigation for Blind People with the Seeing AI App-Using seeing AI to identify what is in lobby
LESSON 9 — Use Seeing AI for Indoor Orientation and Room Identification
Once inside, Seeing AI becomes the key tool for identifying interior features—room signs, doors, and visual clues—while Lesson 8 combines all navigation skills into a complete routine. Students use Look Around outside, drop pins inside, follow Siri’s directions, align with Compass, walk straight, count steps, identify landmarks, and use Seeing AI to confirm locations. Indoor Navigation for Blind People with the Seeing AI App is made possible as together, these tools empower blind travelers to navigate independently with confidence.
Purpose: Help blind travelers identify hallways, doors, signs, objects, and surroundings inside buildings where Apple Maps cannot provide indoor guidance.**
Seeing AI gives fast, accurate orientation information through-download app in app Store:
Scene description
Door detection
Short Text reading
Object identification
Direction of sounds (“in front of you,” “to your left,” etc.)
It becomes the traveler’s “eyes” inside the building. Fantastic for Home also.
A. Open Seeing AI Quickly
The user says: “Hey Siri, open Seeing AI.”
VoiceOver opens the app instantly.
B. Use Scene Mode for Fast Orientation
Scene mode gives an overview of the space.
Steps:
User holds the phone at chest level.
User points the camera forward.
VoiceOver speaks what Seeing AI detects.
Examples of descriptions:
“A hallway with doors on each side.”
“A desk and chairs in front of you.”
“A person standing near the door.”
“A staircase ahead.”
Scene mode helps the user confirm:
They are in the correct hallway
The hallway has doors leading to nearby rooms
They are close to the bathroom or office area
They are approaching an intersection
Vision teachers can integrate this during O&M lessons to reinforce environmental understanding.
C. Use Door Detection (in Scene or Preview)
Door Detection helps blind travelers find rooms and entrances.
Steps:
User opens Scene or Door Detection.
User sweeps the camera left to right.
VoiceOver announces:
“Door ahead.”
“Door three feet to your right.”
“Door with sign: Room 112.”
This replaces visual scanning and gives very precise orientation inside schools or offices.
D. Use Short Text to Read Room Signs and Labels
Blind travelers use Short Text to read anything instantly.
Steps:
User flicks to “Short Text.”
User holds the phone up while walking past doorframes.
Seeing AI reads text automatically without taking a photo.
Examples:
“Main Office.”
“Restroom.”
“Room 203.”
“Science Lab.”
This helps confirm the correct room and supports independent route practice.
E. Use Object Recognition to Confirm Landmarks
Object mode helps locate:
Trash cans
Desks
Water fountains
Elevators
Stairs
Classroom equipment
Steps:
User flicks to “Objects.”
User scans the room slowly.
VoiceOver announces detected objects with direction cues.
This helps the traveler understand interior layout.
F. Use Person Detection for Safety and Social Navigation
Seeing AI identifies:
People
Their location
Their distance
Their movement
This helps the user:
Sense if someone is near the bathroom
Detect crowds or busy hallways
Avoid walking into people
Know when someone is approaching
G. Combine Seeing AI with Dropped Pins and Compass
This is the strongest indoor navigation system for blind travelers.
Flow Example:
Siri → “Walking directions to Bathroom.”
User aligns with Compass → Heading West.
User walks along hallway.
Seeing AI Short Text → Reads door signs to confirm progress.
Seeing AI Scene → Confirms hallway shape and intersections.
Seeing AI Door Detection → Confirms bathroom door location.
User drops a new pin at the bathroom.
This creates a full multisensory navigation loop.
H. Where Seeing AI Helps Most
Seeing AI is extremely helpful in:
Home
Schools
Offices
Hospitals
Hotels
University buildings
Community centers
Dorms
Airports (inside terminals)
Whenever GPS fails inside buildings, Seeing AI fills the gap.
I. When Seeing AI Should Be Used Instead of Apple Maps
Inside buildings:
Apple Maps gives heading + distance only
Seeing AI gives visual environmental detail
Use Seeing AI to:
Confirm correct hallway
Locate doors or signs
Detect intersections
Understand room layout
Identify objects
Get general scene context
Together: Pins = direction Compass = orientation Seeing AI = environment detail
Indoor Navigation for Blind Travelers Using iPhone Apps
Using Siri • VoiceOver • Apple Maps • Compass • O&M Skills: 5 & 6 of 9 Lessons
Indoor negation using saved pins and labels when using the compass and route memory
Teaching indoor orientation requires blending technology with classic O&M strategies, and Lessons 5 and 6 bring those pieces together. Students first learn to use the iPhone Compass to understand headings, turns, and directional changes inside a building—skills that strengthen spatial awareness and support non-visual navigation. Once they can align their body to a heading and follow Siri’s cues, they begin building route memory through landmarks, step counting, repetition, and reverse travel. Together, these lessons give blind travelers the tools to form accurate mental maps and move confidently between indoor locations using both technology and traditional mobility techniques.
LESSON 5 — Teach the Compass for Indoor Orientation
Indoor Navigation for Blind Travelers Using iPhone Apps
Using Siri • VoiceOver • Compass • Seeing AI • O&M Skills: 3 & 4 of 9 Lessons
Use Dropped Pins to Navigate Inside Building
Use Seeing AI and Landmarks to Navigate Inside Buildings
Navigating indoors with an iPhone becomes a powerful skill when blind travelers learn to use Seeing AI, environmental landmarks, and directional awareness. This lesson builds on foundational mobility techniques by teaching students to identify key locations—such as bathrooms, offices, and exits—using visual recognition, text reading, and object identification. Students then use VoiceOver cues, Compass alignment, and consistent routes to move confidently between locations. With these tools, unfamiliar indoor spaces become structured, predictable, and navigable.
LESSON — Identify Key Locations Using Seeing AI (Bathroom, Office, Exit)
Purpose: Build reliable indoor landmarks using real-world identification instead of map-based pins.
The user says: “Open Seeing AI.”
Then selects modes such as:
Short Text
Document
Product
Scene
The user scans the environment to identify:
Signs (Bathroom, Exit, Room Numbers)
Doorways and landmarks
Printed materials
VoiceOver reads detected text and descriptions.ment and hallway cues, which assists anyone aiming to use Dropped Pins for indoor building navigation.
The user pairs this information with physical landmarks such as:
Wall direction
Door placement
Hallway turns
Navigate Between Locations Using Siri, Compass, and Landmarks
Purpose: Use consistent routes and directional cues to travel between identified locations.
To return to the Main Room: “Hey Siri, open Compass.”
The user aligns direction based on known orientation.
To locate the Bathroom or Exit: The user uses:
Previously identified landmarks
Hallway structure
Door counts and turns
VoiceOver supports with:
Heading direction
Orientation feedback
The student follows consistent routes, reinforcing spatial understanding and independence.
Using Seeing AI on iPhone
What Seeing AI is
Seeing AI is a free app from Microsoft that uses your iPhone camera to:
Read text aloud
Identify objects and scenes
Recognize products and barcodes
Describe environments
It turns visual information into speech feedback in real time
Why it matters for blind users
Seeing AI supports:
Independent reading
Indoor navigation support
Identifying locations and objects
Understanding surroundings quickly
It is a support tool, not a replacement for O&M skills
Main features (channels) and how to use them
1. Short Text (fast reading)
Use for:
Signs
Door labels
Room numbers
How:
Open Seeing AI
Swipe to Short Text
Point camera toward text
It reads instantly as soon as text is detected
2. Document (longer reading)
Use for:
Papers
Handouts
Mail
How:
Swipe to Document
Hold phone above page
Listen for guidance:
“Move left”
“Move right”
Double tap to capture
Reads full document clearly
3. Scene (environment awareness)
Use for:
Understanding a room
Locating objects
Getting general layout
How:
Swipe to Scene
Point camera around slowly
Example output:
“Hallway with doors”
“Table and chairs”
4. Product (barcode scanning)
Use for:
Food items
Products
Bottles
How:
Swipe to Product
Move camera slowly
Listen for beep when barcode is found
Reads product name
5. People (optional)
Use for:
Detecting faces
Estimating distance
How to use Seeing AI for indoor navigation
Step 1: Identify locations
Use:
Short Text → read signs
Scene → understand layout
Example:
“Bathroom” sign
“Room 204”
Step 2: Build mental map
Combine:
What you hear from Seeing AI
O&M skills:
hallway direction
turns
landmarks
Step 3: Move with direction
Use:
Compass
Consistent routes
Landmark recall
Seeing AI helps identify You move using orientation + memory
Indoor Navigation for Blind Travelers Using iPhone App-2
Using Siri • VoiceOver • Compass • O&M Skills: 2 of 9 Lessons
Navigate Indoors with Siri + Compass
Purpose: Use Siri’s heading cues and Compass to walk straight in a path. If you need to Navigate Indoors with Siri + Compass, this guide will help you do it effectively.
Step 1: Open Compass
Siri gives:
A heading (North, South, East, West)
A distance (20 feet, 50 feet)
Even indoors, this information is reliable and as you navigate, read the braille labels on doors to become familiar with locations.
Step 2: Open Compass to Align the Body
The user says: “Hey Siri, open Compass.”
VoiceOver announces the current heading using degrees.
Step 3: Match Siri’s Direction
Examples:
If Siri says “Head west,” user turns until Compass says 260–280 degrees.
If Siri says “Head north,” user turns until Compass says 350–10 degrees.
Step 4: Begin Walking Straight
The user holds the phone flat against the stomach.
The user walks forward.
If headings drift, user adjusts slightly.
Siri Orientation Commands
These help instantly:
“Hey Siri, which way am I facing?”
“Hey Siri, point me north.”
“Hey Siri, what’s my heading?”
Navigate Indoors
Navigate Indoors Using Seeing AI + Lazarillo + Compass
Purpose
The student will learn to orient themselves indoors and move with direction by combining environmental identification (Seeing AI), global orientation (Lazarillo), and body alignment (Compass) with O&M skills.
Build Orientation and Navigate with Direction
Step 1: Establish Global Orientation Using Lazarillo
Purpose: Understand where you are in relation to the outside world.
Say: “Hey Siri, open Lazarillo.”
Listen as Lazarillo announces-outside streets so you can relate inside to outside locations:
Nearby streets
Intersections
Points of interest
The student determines:
“The front of the building faces Main Street.”
“The parking lot is behind me.”
This creates a global reference point, even while indoors.
Step 2: Align the Body Using Compass
Purpose: Establish consistent direction.
Say: “Hey Siri, open Compass.”
VoiceOver announces heading in degrees.
The student aligns to a known direction:
North ≈ 0°
East ≈ 90°
South ≈ 180°
West ≈ 270°
The student notes:
“Hallway runs east to west”
“Classroom is on the north side”
This builds directional consistency, not guessing.
Step 3: Identify Indoor Landmarks Using Seeing AI
Purpose: Locate and confirm key points inside the building.
Open Seeing AI: “Hey Siri, open Seeing AI.”
Use:
Short Text → read signs (Bathroom, Exit, Room numbers)
Scene → understand layout
The student identifies:
Doors
Signs
Hallway intersections
Pair with physical awareness:
Door on right
Second hallway on left
This creates reliable indoor landmarks
Step 4: Move with Direction and Landmarks
Purpose: Travel with control and accuracy.
The student:
Aligns direction using Compass
Confirms location using Seeing AI
Uses Lazarillo for global awareness
The student walks forward while:
Maintaining heading
Counting doorways
Listening for environmental cues
If drift occurs:
Stop
Recheck Compass
Reconfirm with Seeing AI
Commands:
“Hey Siri, which way am I facing?”
“Hey Siri, what’s my heading?”
“Hey Siri, open Compass”
“Hey Siri, open Lazarillo”
Siri provides instant orientation support
Key Instructional Concept
Lazarillo → tells you where you are in the world
Compass → tells you which direction you are facing
Seeing AI → tells you what is around you
O&M skills → allow you to move safely and independently
Important Note
No app provides true indoor turn-by-turn navigation. Independence comes from combining:
Technology
Direction
Landmarks
Repetition
Outcome
The student will be able to:
Establish orientation indoors using external reference points
Blind Travelers Drop a Pin and Save Routes Using Siri, VoiceOver, Apple Maps, and Compass
Person uses iPhone navigation tools to walk safely and independently.
Navigate: Drop a Pin and save routes: Images show compass on 1 side and on Google Maps route on the other
Students and adults need reliable ways to travel from a drop-off or pick-up point to their destination. This skill matters at home, school, work, and in the community. This resource, called Navigate: Drop a Pin and Save Routes, teaches travelers how to drop a pin, save routes, and use Siri, VoiceOver, Apple Maps, Google Maps, and the Compass app to move with confidence. It was created for students, yet anyone building independent travel skills will find it helpful.
A. Dropping a Pin at Home
1. Open Maps Say: “Hey Siri, open Apple Maps.”
2. Drop your home pin Outside
VoiceOver says “Current Location.”
Flick right to “Drop Pin.”
Double-tap.
Flick to “Add Label.”
Double-tap.
Say: “Home.”
Activate “Done.”
Now Siri always knows your home.
B. Dropping a Pin at School
Person does this at the front door or the main entrance of school outside.
1. Open Maps Say: “Hey Siri, open Apple Maps.”
2. Drop your school pin
Flick to “Drop Pin.”
Double-tap.
Flick to “Add Label.”
Say: “School.”
Activate “Done.”
C. Dropping a Pin at Your Pick-Up Van Location
Do this standing exactly where you wait each day outside
1. Say: “Hey Siri, open Apple Maps.”
2. Drop the pin
Flick to “Drop Pin.”
Double-tap.
3. Label it
Flick to “Add Label.”
Say: “Pick-Up Van.”
Activate “Done.”
Now you can find your pickup vehicle every day.
D. Navigating to Saved Pins
Go from Home to School
Say: “Siri, give me walking directions to School.”
Go from School to Pick-Up Van
Say: “Siri, give me walking directions to Pick-Up Van.”
Go from Pick-Up Van to School Door
Say: “Siri, walking directions to School.”
Go from School to Home
Say: “Siri, give me walking directions to Home.”
Siri will speak the direction and distance. Person follows the heading using Compass and hallway cues.
E. Using the Compass
1. Open Compass Say: “Hey Siri, open Compass.”
2. Listen to headings VoiceOver speaks numbers.
3. Basics North = 0 East = 90 South = 180 West = 270
4. Staying straight When Siri says “Head west,” Person turns until Compass says “270.”
Compass keeps her on track indoors and outside.
F. Using Look Around
Look Around works outside the building. It helps Person understand the campus layout.
1. Open Look Around Say: “Open Apple Maps.” Search for “Colonial Heights Middle School.” Flick to Look Around. Double-tap.
VoiceOver describes:
Doors
Parking
Roads
Campus layout
This helps her know where she is before entering the school.
G. Daily Routine for Person
Morning
Say: “Siri, directions to School.”
Use Compass to hold the heading.
Follow the route to the door.
Afternoon
Say: “Siri, directions to Pick-Up Van.” or Bus or spot you need to get to
Follow hall cues and Compass.
Arrive at the van spot.
Evening
When dropped off- Say: “Siri, directions to Home.”
Walk with confidence.
H. Notes for Parents and Instructors
Siri uses the pins Person labels.
Pins stay saved unless she deletes them.
She can use them every day with one command.
She should practice the routes with support first.
Please encourage her to use Siri daily for consistency.
Blind Travelers Drop a Pin and Save Routes Using Siri, VoiceOver, Apple Maps, and Compass
Finding high-quality tactile graphics for advanced math often feels overwhelming, especially when you support blind students who want deeper conceptual understanding. However, you can simplify the process with a clear list of reliable sources. To begin, you can explore this curated collection of teacher-vetted tactile math libraries. These sites cover algebra and pre-calculus through Calculus I–III. In addition, they include limits, derivatives, integrals, function behavior, curves, and coordinate systems. As a result, you gain ready-to-use tactiles that strengthen conceptual learning for all students. For example, many of these graphics support problem-solving, graph analysis, and multi-step reasoning. Though the focus leans toward higher-level math, these sites still offer tactile graphics for every math level. Finally, you can review them in order, moving from the most comprehensive to excellent, knowing each one provides strong and dependable options.
The information below is in order of the most comprehensive to excellent so all options are great for finding anything you need. On the European site, just remember to select English
STPT = Science, Technology, Physics, and Tactile It’s one of the major content categories inside the Tactile Inclusion Project (TIP) collection.
TIP created a huge set of tactile graphics across:
Math
Science
Physics
Technology
Geometry
Calculus
Data & graphs
Best source for calculus‑level tactile graphics. This project includes audio‑tactile and swell‑paper‑ready graphics for algebra → calculus, created by math teachers for blind students.
Calculus‑related tactiles available
Limits (approaching values, left/right limits)
Derivative concepts (slopes, tangent lines)
Curve behavior (increasing/decreasing, concavity)
Graphs of functions (polynomials, exponential, trig)
Area under curves (Riemann rectangles)
Integrals (definite/indefinite visualizations)
Coordinate planes, axes, quadrants
Piecewise functions
Parametric curves
Sequences & series visuals
Optimization diagrams
Why it’s ideal for blind students:
Graphics are simplified to core mathematical meaning
Includes audio explanations
Translatable into 29 languages
Free to download
2. ProBlind — Global Database of 1,250+ Tactile Math Graphics- make sure you choose your language preference:
Calculus‑level graphics include:
Function families
Derivative slope diagrams
Concavity & inflection points
Trig function curves
Exponential/logarithmic curves
Limits & asymptotes
Area under curves
3D surfaces (simplified for tactile use)
Calculus
Limits
Derivatives (slopes, tangent lines)
Integrals (area under curves)
Concavity & inflection points
Function families
Riemann sums
Asymptotes & behavior at infinity
Pre‑Calculus & Algebra
Trig functions
Exponential/logarithmic curves
Coordinate planes
Piecewise functions
Parametric curves
Geometry & STEM
Shapes
Graphs
Data displays
3D surfaces (simplified)
All graphics are:
Swell‑paper ready
Embosser friendly
Audio‑described
Designed specifically for blind learners
Where TIP Lives Now
Because the original TIP website has a broken SSL certificate, the safe, active home for all TIP graphics is:
The TGIL was established in 2007 by the American Printing House for the Blind (APH) to support transcribers by providing free, customizable tactile graphics templates for images that are commonly used in K-12 education. The goal of the TGIL was to help speed up textbook transcription by providing a good starting point for creating high-quality tactile graphics.
While supporting transcribers remains an important part of the TGIL’s mission, we have recently expanded the scope and purpose of the TGIL to provide graphics that have been “optimized for the Monarch.” These graphics support direct-to-student delivery of graphics for use in a digital format with the Monarch multi-line tactile display.
The metadata for each graphic in TGIL will indicate whether the graphic was created for embossing and/or whether it has been optimized to display on the Monarch. We also invite users to request graphics for use on the Monarch — or request remediation of an existing graphic — when an “optimized for Monarch” alternative is not yet available.
Blind student reading Braille on paper, using a Braille display with a computer, and exploring a tactile graphic
Understanding Linear Learning vs. Spatial Learning
When people ask, “How do blind students learn?” the most important starting point is this:
Blind students learn linearly. Sighted students learn spatially.
This single difference explains why blind learners need different teaching strategies, different tools, and different test accommodations: not because they are less capable, but because they access information through a completely different pathway.
Let’s break down what this means, why it matters, and how it affects everything from classroom instruction to standardized testing.
1. Spatial Learning (Sighted Students)
Sighted students take in information all at once, in a broad visual field. They can:
Glance at a page and see the whole layout
Jump between paragraphs instantly
Scan charts, maps, and diagrams in seconds
Compare two areas of a page without losing their place
Hold visual relationships in mind (left/right, above/below, bigger/smaller)
This is spatial learning — fast, simultaneous, and visually anchored.
2. Linear Learning (Blind Students)
Blind students access information one piece at a time– one character at a time, in a straight line, through:
Screen readers (JAWS, NVDA, VoiceOver)
Braille displays
Audio
Tactile graphics
They cannot “look around” a page or see the question and the paragraph all at the same time, nor skim a diagram. They must:
Move character by character or part by part
Move line by line
Navigate with commands
Build the mental picture sequentially
Hold details in working memory
This is linear learning — accurate, powerful, but fundamentally different from spatial learning.
Braille readers who build fluency up to 400–450 words per minute — and some even higher — can move through text quickly, but they still must slow down when deep comprehension is required. In parallel, trained blind students can listen at speeds well above 400 words per minute. Because audio processing becomes a major access route for academic content, teaching efficient high‑speed listening is an essential skill alongside Braille fluency.
This instruction must begin early if the goal is for the child to maintain pace with sighted peers, as early tactile and access‑skills training prevents the academic delays that occur when these foundations are introduced later. This includes early keyboarding instruction and learning to use a PC computer with screen reader commands, both of which are essential access tools for blind students throughout school and into adulthood. For blind children, it is essential to start developing tactile readiness, tactile discrimination, and early Braille concepts by age 3. These foundational tactile skills support later Braille fluency, spatial understanding through touch, and efficient access to academic materials.
For children with low vision and a progressive eye condition, instruction should begin as soon as the condition is identified — not after vision loss occurs. Early access training ensures the child builds the skills they will rely on later, preventing academic delays and reducing the emotional and cognitive burden of “catching up” after vision decreases.
Early instruction in tactile skills, Braille readiness, and high‑speed listening lays the groundwork for the advanced literacy and access skills blind students need throughout school and into adulthood.
3. Why This Matters in Real Learning Situations
A. Refer‑Back (Test) Questions
Many work but especially standardized tests require students to:
Read a question
Refer back to a paragraph
Return to the question
Choose the correct answer
Sighted students do this in seconds because the question and paragraph are both visible at once.
Blind students must:
Stop reading
Navigate backward through headings or lines
Find the correct paragraph
Reread it
Navigate forward again
Try to remember both the question and the paragraph
This is not a reading‑comprehension task — it becomes a navigation and memory task.
Why it’s inaccessible
Screen readers present content linearly, not spatially.
Blind students lose the visual proximity sighted students rely on.
Cognitive load doubles because they must juggle navigation + content.
They lose significant time through no fault of their own.
Appropriate accommodation
On the student’s IEP (Individualized Education Program), include a sighted human reader as an accommodation. This restores equal access by allowing the student to:
Braille students has fingers on a braille display if test is electronic or on hard copy braille then
Asks reader for the referenced paragraph
Answers immediately based on knowledge, not navigation
This is not an advantage — it is equivalent access.
B. Image‑Based Test Questions
Charts, diagrams, maps, graphs, and labeled pictures are inherently spatial.
Sighted students can instantly see:
Layout
Labels
Patterns
Relationships
Direction
Relative size
Blind students cannot access any of this unless the description is complete — using methods appropriate for blind learners, since most tests are created by sighted people using sighted terms rather than blind terms — and, most importantly, unless they have been explicitly taught how to “read” and interpret graphs through tactile and auditory methods. This is also where a sighted human reader becomes essential, someone who knows the student and can relay information using blind‑appropriate terminology and concepts.
Why inadequate alt text fails
Alt text like:
“A chart”
“A diagram of a cell”
“A map of the U.S.”
…provides none of the information needed to answer questions.
Screen readers cannot “see” the image. They only read the text provided. If the description is incomplete, the student receives incomplete information — and cannot answer accurately.
Appropriate accommodation
A trained sighted describer, with tactile graphics when appropriate, can:
Describe the full spatial layout as student moves their hands across the graphic
Identify labels and relationships
Provide the structure needed to understand the image
Support the student without giving away answers
This ensures the blind test taker has access to the same information sighted peers see.
4. What Teachers and Parents Need to Know
Blind students are fully capable of mastering the same academic content — when the information is delivered in a way they can access.
To support linear learners:
Present information in clear, sequential linear order
Avoid “look at the chart above” without providing a full description
Use headings, structure, and consistent formatting
Provide tactile graphics for spatial concepts
Teach screen reader navigation explicitly
Allow extra time for tasks that require back‑and‑forth reference
Use human readers or describers when needed
These are not “extras.” They are equity.
5. Why This Matters for Every Classroom and Every Test
When educators understand the difference between linear and spatial learning, everything becomes clearer:
Why blind students need more time
Why they need tactile graphics
Why they need structured digital materials
Why refer‑back questions are inaccessible
Why image‑based items require human description
Why blind students may appear “slower” when they are actually processing more steps
Blind students are not struggling with content — they are navigating a world built for spatial learners.
6. Final Thought
Blind students learn differently, not less. Their learning is sequential, structured, and deeply conceptual. When we remove the visual barriers, their abilities shine.
Windows + I to settings and find Accessibility on the far left column and open then open keyboard. If you want to stop annoying ding sounds on Windows, the following steps will help you do that.
If your computer keeps chiming, dinging, or beeping at the worst possible moments, or when you press a particular key, you can silence or customize every system sound in just a few steps.
How to check whether Filter Keys or Toggle Keys are turned on
How to turn them off if you don’t need them
How to adjust them properly if you do use them
How to prevent Windows from enabling them by mistake
How to silence or customize the sounds they make
Commands & Navigation Steps
Open Windows Accessibility Settings (Keyboard Section)
Windows + I → opens Settings
down arrow to Accessibility, press Enter, then tab down to Keyboard
or press windows (start menu) or using keyboard type Accessibility in the search box
Check all these Features
Turn Sticky Keys, Filter Keys, or Toggle Keys On/Off
Tab to the setting you want
Press Space bar to toggle it on or off
Hear What Toggle Keys Sounds Like
Turn on Toggle Keys → Windows plays a beep when pressing Caps Lock, Num Lock, or Scroll Lock
Turn it off again → sound stops immediately
Notification Preferences for Accessibility Keys
Windows will play a sound when:
Sticky Keys is turned on
Filter Keys is turned on
Toggle Keys is turned on
This helps you know when you’ve activated something by accident.
On‑Screen Keyboard (for mouse users or one‑handed typing)
Turn on On‑screen keyboard in the Keyboard settings
Click keys with your mouse if typing is difficult
Underline Access Keys
Turn on Underline access keys
This shows keyboard shortcuts even when you’re not holding Alt
Print Screen Behavior (Updated in Windows 11)
While you are here adjust Print Screen
Arrow to Print Screen and enter → opens the Snipping Tool options at the top of the screen
Screen reader users:
Tab through options
Go to the last one
Press Spacebar, then Down Arrow to choose screenshot type-then you have options
When you cannot do something: Take a Screenshot & Send It to your help person
Take screenshot- which literally is copy
Press Ctrl + V to paste into an email
Send to your tech instructor or support person
Whether you’re troubleshooting your own device or helping someone else, this quick fix will bring instant peace and quiet — and give you full control over your keyboard behavior.
Drop a Pin with iPhone using Google Maps and Voice Over to share location with someone to come pick you up
Blind travelers build custom indoor and outdoor routes using Siri, Apple Maps, Google Maps, VoiceOver gestures, and the Compass app. These tools work together and create a reliable navigation system. Each step supports confidence and helps travelers move safely through any building or surrounding area.
Google Maps remains helpful outdoors. Apple Maps remains best for dropping labeled pins and using Siri for fast navigation.
Part 1 — Drop a Pin Using Siri and VoiceOver (Apple Maps)
Dropping labeled pins works best in Apple Maps, because Siri supports pin creation and VoiceOver announces label options clearly.
A. Drop a Pin at the Starting Location
Say, “Hey Siri, open Apple Maps.”
Wait until VoiceOver announces “Current Location.”
Flick right until you hear “Drop Pin.”
Perform a double-tap and hold to drop the pin.
Flick right to “Add Label.”
Double-tap.
Dictate a label such as “Main Room.”
Flick right to “Done.”
Double-tap to save.
B. Drop a Pin at the Next Location
Repeat the process at any hallway, office, bathroom, or exit.
Say, “Hey Siri, open Apple Maps.”
Flick to “Drop Pin.”
Double-tap and hold.
Flick to “Add Label.”
Double-tap.
Dictate “Bathroom.”
Flick to “Done.”
Double-tap.
Part 2 — Navigate Between Custom Pins (Apple Maps + Google Maps)
Siri provides indoor headings and distance even when indoor maps do not exist. Google Maps adds strong outdoor accuracy when needed.
A. Navigate to the Main Room (Apple Maps)
Say, “Siri, walking directions to Main Room.”
VoiceOver reads distance and direction.
B. Navigate to the Bathroom (Apple Maps)
Say, “Siri, walking directions to Bathroom.”
Follow hall cues and maintain alignment.
C. Use Google Maps When Outdoors
Say: “Hey Siri, open Google Maps.”
Use VoiceOver to choose Walking.
Follow turn-by-turn directions with outdoor accuracy.
Google Maps excels outdoors. Apple Maps excels for labeled pins indoors.
Part 3 — Teach Compass Skills for Indoor Orientation
A. Open Compass
Say, “Hey Siri, open Compass.”
VoiceOver reads the heading.
B. Teach Basic Directions
North equals 0 degrees.
East equals 90 degrees.
South equals 180 degrees.
West equals 270 degrees.
C. Practice Turning
Face forward.
Listen to the heading.
Turn left or right.
Listen as VoiceOver updates the heading.
D. Connect Compass to Pins
Say, “Siri, walking directions to Bathroom.”
Listen for cues like “Head west.”
Match the heading in Compass.
Walk in that direction.
Part 4 — Build Route Memory Using O&M Skills
A. Notice Landmarks
Teach the traveler to notice:
Floor textures
Temperature changes
Echo patterns
Doorframes
Rails
Open spaces
B. Teach Step Counting
Start at the first labeled pin.
Count steps to the next point.
Stop at each turn.
Record distances.
C. Teach Repetition
Practice with guidance.
Practice with shadowing.
Practice with verbal prompts.
D. Teach Reverse Routing
Walk the route backward using opposite turns.
Using Look around app on iPhone to “see” what is around the traveler
Part 5 — Use Look Around with Apple Maps
Look Around helps travelers understand the outside of a building.
A. When Look Around Works
On public streets
At building entrances
Around sidewalks and driveways
B. Open Look Around
Say, “Hey Siri, open Apple Maps.”
Search for the building.
Flick until VoiceOver says “Look Around available.”
Double-tap to open it.
C. What Look Around Teaches
Street layout
Sidewalk positions
Entrance locations
D. What Look Around Cannot Do
No hallways
No interior rooms
No indoor turn-by-turn directions
Create Custom Routes
Part 6 — A Complete Custom Route Routine
Use Look Around outside to understand the area.
Drop labeled pins at important indoor locations.
Use Siri for walking directions to any saved pin.
Use Compass to match the required heading.
Use Google Maps for outdoor paths when needed.
Build step counts and turns for each route.
Use landmarks for confirmation.
Practice until the traveler moves independently.
Share Location, Get Directions, Add to Favorites and more using Google Maps, Voice Over and Siri
Part 7 — Share Your Location Quickly for Pickup or Safety
Blind people often need to share their exact location so family, friends, or rides can find them. Siri and VoiceOver make this process fast and hands-free.
This skill works indoors and outdoors. It also works when someone feels unsafe, confused, or needs help immediately.
A. Share Your Location with Siri (Fastest Method)
Say: “Hey Siri, share my location with Mom.” (Replace “Mom” with any trusted contact.)
Siri sends your exact GPS location.
VoiceOver confirms: “Sent your current location.”
This method works even when you cannot identify where you are.
B. Share Your Location in Messages (Manual Method)
Say: “Hey Siri, open Messages.”
Touch the center of the screen.
Flick right until you hear the contact’s name.
Double-tap to open the conversation.
Flick right until you hear “Send My Current Location.”
Double-tap to send it.
VoiceOver confirms the message.
This method helps when someone prefers not to dictate aloud.
C. Share Your Location Permanently With a Trusted Contact
This helps a helper monitor travel when needed.
Say: “Hey Siri, open Messages.”
Open the trusted contact’s conversation.
Flick to “Details” or “Info.”
Double-tap.
Flick to “Share My Location.”
Double-tap.
Flick to “Share Indefinitely.”
Double-tap to activate.
The trusted person can now find your location anytime you share it.
D. When Lost
Stop walking.
Hold the phone in both hands.
Face a quiet direction.
Say: “Hey Siri, share my location with Mom,” or person.
Wait for VoiceOver to confirm.
Stay in place until person arrives.
E. Combine Location Sharing With Dropped Pins
You can do both:
Drop a pin at the pickup point.
Label it with VoiceOver.
Share their location with Siri so the pickup person receives the exact spot.
Use Compass to stay oriented until they arrive.
This gives the safest and most accurate pickup routine.
A triple rainbow broke through the clouds today, and it reminded the TechVision team of something important. Hope rises when people see that their lives carry meaning, purpose, and design. Hope grows when learners discover skills that restore independence and confidence.
Psalm 139 says God formed each person with intention. He shaped every detail with care. He designed strengths, abilities, and potential long before anyone took a first breath.
Ephesians 2:10 says God prepared good works for each person. Those works remain even when vision changes. Good works remain when technology feels overwhelming. Those works remain when someone wonders what comes next.
Blindness does not remove purpose. Vision loss does not erase calling. Change does not cancel God’s design.
TechVision simply teaches the tools that unlock that purpose. Students learn braille, screen readers, mobility skills, digital math, and the technology that turns possibility into confidence. Adults who lose vision gain the training they need to continue careers, support families, and live independently again.
Each learner walks a different journey, but no one walks it alone. TechVision stands beside them as they rise, learn, adapt, and grow. Every skill strengthens independence. All commands build access. Every lesson opens the door to the life God planned from the beginning.
The God who formed each learner still guides every step. He sees their future clearly. He equips them for good works that matter. Their story continues with strength, dignity, and purpose.
How Blind People Drop a Pin to Share: A blind man waits outside a building with his long white cane leaning against his shoulder while he taps his phone to share his location.
Share Your Location Using Siri and VoiceOver
Blind people can stay safer and more independent by learning how to share their location quickly using Siri and VoiceOver. If you want to know how blind people drop a pin to share location, the iPhone offers simple tools that allow blind users to contact trusted people, send their exact location, and request help with only a few commands. These steps explain how to set up location sharing, how to flick and navigate with VoiceOver, and how to share your location anytime support is needed.
Step 1: Add a Trusted Contact
A trusted contact can be a parent, partner, caregiver, or friend.
Open Contacts
Say, “Hey Siri, open Contacts.”
Add the contact
Touch the middle of the screen to find the list.
Flick right until VoiceOver says “Add Contact.”
Double-tap to open it.
Enter the person’s name.
Flick right to the phone number field.
Double-tap and enter the number.
Flick right until you hear “Done.”
Double-tap to save.
This contact becomes the person you can share your location with anytime.
Step 2: How Blind People Drop a Pin to Share and Turn On ‘Share My Location’
Location sharing must be activated before Siri can send your location.
Open Settings
Say, “Hey Siri, open Settings.”
Open your Apple ID
Touch the top of the screen.
VoiceOver speaks the user’s name.
Double-tap.
Open Find My
Flick right slowly until you hear “Find My.”
Double-tap to open it.
Enable location sharing
Flick right until you hear “Share My Location.”
Double-tap to turn it on.
Your iPhone can now send your live location when requested.
Step 3: How blind peopleShare Location With a Trusted Person Permanently
Open Messages
Say, “Hey Siri, open Messages.”
Open the trusted person’s conversation
Touch the center of the screen.
Flick right until you hear their name.
Double-tap.
Open contact details
Touch the upper right corner.
Flick right until VoiceOver says “Info” or “Details.”
Double-tap.
Share permanently
Flick right until you hear “Share My Location.”
Double-tap.
Flick right to “Share Indefinitely.”
Double-tap.
Your trusted person now sees your location anytime you choose to share it.
Step 4: How Blind People Drop a Pin toShare Your Location Quickly Using Siri
This is the fastest and safest method.
Say: “Hey Siri, share my location with Mom.” (or the name of your trusted contact)
Siri sends your exact GPS location through Messages. VoiceOver confirms the action.
This works indoors and outdoors.
Step 5: Share Your Location Manually in Messages
Open Messages
Say, “Open Messages.”
Send location
Open the trusted person’s conversation.
Flick right until you hear “Send My Current Location.”
Double-tap.
VoiceOver confirms the message.
This is helpful when you prefer not to dictate aloud.
Step 6: When Blind People Should Share Their Location
Location sharing helps when you:
Feel lost
Feel unsafe
Need help quickly
Need a ride
Experience a sudden change in plans
Want a trusted person to monitor your travel safely
This step protects blind travelers and supports independence in public places.
Step 7: A Simple Safety Script to Teach
Blind users can use this script anytime they need help:
Stop walking.
Hold your phone securely.
Face a quiet direction.
Say, “Hey Siri, share my location with Mom.”
Wait for VoiceOver to confirm.
Stay where you are until help arrives.
This gives blind travelers control during stressful or uncertain situations.
Why This Skill Matter
Location sharing supports blind people in daily travel. It strengthens communication and confidence. – helps families and caregivers respond quickly in emergencies. It enhances safety without reducing independence. – empowers blind users to manage real-world travel with greater security.
Person navigating LinkedIn with JAWS commands using braille display and screen reader
Navigating LinkedIn with JAWS commands or any screen reader doesn’t have to be overwhelming. With the right JAWS commands, blind and visually impaired professionals can confidently connect, network, apply for jobs, and build a strong online presence. This guide walks you through the essential JAWS shortcuts and navigation strategies that make LinkedIn fully accessible — whether you’re a student preparing for your first job search, a professional expanding your network, or an educator supporting blind learners. TechVision is committed to empowering every user with the tools they need for independence, confidence, and success online.
Keyboard shortcuts for LinkedIn with Jaws
Use LinkedIn with JAWS commands to move quickly through the interface. Press Ctrl+Home, then Tab through the first three items until you reach the options you want. Press Enter to open the shortcut menu and enable quick‑navigation features on the page. These are essential LinkedIn with JAWS commands for efficient navigation
Change your cursor insert z on or off based on what you need to do
To read every line insert z on and insert ; on then down arrow
Second-grade student typing 50 wpm, highlighted in our stories of independence
These stories highlight families who choose hope and push forward through adversity. Each student learns new skills and begins to believe in real possibility. They gain confidence as access technology opens learning in clear, practical steps. With strong instruction, they grow in independence and work beside sighted peers. They meet deadlines, follow routines, and finish assignments on equal timetables. Their progress shows that blindness never blocks success when training stays steady and purposeful.
Early instruction at age three builds strong kindergarten readiness and prevents the long catch-up students face when training begins later. During play, children gain essential blind skills while sighted peers gain visual skills. Remote instruction then brings teachers into workplaces, classrooms, and homes with ease. This support continues after school and on weekends to start or complete major projects.
How Different Eye Conditions Affect the Way People See: A central blue-green human eye is surrounded by four circular images showing how different eye conditions affect vision: macular degeneration with a dark central blur, glaucoma with tunnel vision, cataracts with overall cloudiness, and diabetic retinopathy with floating dark spots.
Key Statistics on Blindness and Vision Loss
Overall Vision Loss
More than 12 million Americans live with blindness or significant vision impairment, and it’s important to understand how different eye conditions affect the way people see, as each one can have unique effects on vision.
Globally, 2.2 billion people have vision impairment or blindness.
Age-Related Increase
Vision loss rises sharply with age because the risk of major eye diseases grows over time.
After age 40, one in eight adults develops a vision-threatening eye condition.
After age 65, the rate of blindness and low vision increases four-fold.
Adults over 75 experience the highest rates of blindness in the population.
Nearly half of all blindness occurs in people over 70.
Leading Causes of Vision Loss as We Age
How Different Eye Conditions Affect the Way People See as These Conditions Become More Common with Age
Cataracts
Affects 24 million Americans over 40.
By age 80, more than half of adults develop cataracts.
Glaucoma
Over 3 million Americans have glaucoma.
Risk doubles every 10 years after age 40.
Age-Related Macular Degeneration (AMD)
Leading cause of blindness in older adults.
Affects 11 million Americans, expected to reach 22 million by 2050.
Diabetic Retinopathy
Affects one in three adults with diabetes.
Risk increases with both age and length of diabetes.
Why Eye Conditions Worsen With Age
Here are the major age-related changes:
The lens becomes cloudy, causing blurred or dim vision.
The retina loses cells, reducing clarity and contrast sensitivity.
The optic nerve can suffer pressure-related damage.
Blood vessels weaken, especially with diabetes and hypertension.
Impact on Daily Life
Older adults with low vision face three times the fall risk.
Vision loss increases depression risk by up to 25 percent.
Two-thirds of adults in assisted-living communities have untreated vision issues.
Hopeful Note
Most age-related eye diseases are treatable or manageable with early detection. Screen reader technology, braille displays, and accessible tools also help older adults stay independent.
Most people assume vision loss is like “blurry vision” — but every eye condition affects sight in a completely different way. Understanding these differences helps teachers, families, and coworkers support students and adults with confidence and empathy.
This guide breaks down the most common eye conditions and gives you a simple, accurate explanation of how the world looks through their eyes.
1. Cataracts
What it is: Clouding of the eye’s natural lens. You See:
Vision appears foggy, milky, or like looking through dirty glass
Colors look faded
Light glare is intense (especially headlights at night)
What helps: Even lighting; high contrast; reducing glare. sun glasses help stop glare of cataracts. Removal is important to regain full vision.
2. Macular Degeneration (AMD)
What it is: Damage to the macula, the part of the retina responsible for central vision. You See:
A dark or blurry spot in the center
Faces and print disappear
Side vision stays clear
What helps: Large print, audio access, magnification, and teaching scanning strategies. Teaching to focus on the outside of vision. Prism glasses the will help bring vision to the center again
3. Stargardt Disease
What it is: A juvenile form of macular degeneration. You see:
Central blind spots
Difficulty recognizing faces
Trouble reading standard print
Good peripheral vision
What helps: High‑contrast materials, audio, and flexible access to digital text. Prism glasses
4. Glaucoma
What it is: Damage to the optic nerve, often from high eye pressure. You see:
Loss of peripheral (side) vision and central vision
“Tunnel vision” in later stages
Difficulty navigating crowded spaces
What helps: Clear pathways, orientation & mobility support, and strong lighting. Treatment is so essentially crucial to slow or stop progression of disease
5. Diabetic Retinopathy
What it is: Damage to retinal blood vessels from diabetes. You see:
Floaters (dark spots that move) and grow larger
Patchy or fluctuating vision
Blurry or distorted areas
Vision may change day‑to‑day
What helps: Flexible accommodations, audio tools, and predictable layouts.
Keep blood sugar between 80–150 mg/dL, and maintain an A1C below 7.0. These levels help prevent the widespread damage diabetes can cause throughout the body. Diabetes damages the body’s small blood vessels first, so the eyes, kidneys, feet, and fingers often show problems early. When blood flow weakens, nerves and tissues become painful and begin to die.
6. Achromatopsia (Total Color Blindness)
What it is: A rare condition affecting cones in the retina. You see:
The world appears in shades of gray
Extreme light sensitivity
Reduced clarity
What helps: Low‑vision sunglasses, tinted filters, wearing a hat outside and dimmed environments.
7. Corneal Diseases
What it is: Damage or irregularity of the cornea. You see:
Vision appears distorted, wavy, blurred edges or double
Glare and halos around lights
Difficulty with fine detail
What helps: Contrast, reduced glare, and alternative access to print.
Why This Matters
Understanding how people see with different eye conditions reveals why global vision loss continues to rise. There are hundreds of known eye conditions, from common refractive issues to rare disorders that slowly damage sight. The World Health Organization notes at least fifteen major conditions that affect vision, with many others harming eye health silently. More than thirty-three million people are blind from preventable causes today. Over one billion people live with treatable or preventable vision loss but lack access to essential care.
There are hundreds of recognized eye conditions globally, ranging from common refractive errors to rare genetic disorders. The World Health Organization highlights at least 15 major conditions that impact vision, but many more affect eye health without causing vision loss.
Understanding Vision in Children: What Visual Acuity Really Means
Can’t Log in, forgot password: Computer showing errors
Forgotten Passwords & Login Problems
When you can’t log in — whether you forgot your password, never received the code, or your computer refuses to move past the first screen — everything stops. The frustration hits instantly, and it happens to everyone. The good news is that most login problems have simple, safe fixes. This guide walks you through the most effective steps to get back into your accounts, clean up the issues that cause login failures, and set up your devices so you don’t get locked out again — or at least know exactly what to do when a computer update suddenly changes your options. Keep that in mind: the problem may not be you. Sometimes an update quietly shifts the settings behind the scenes, and you just need to adjust to the new way your computer handles logins.
Forgotten Passwords & Login Problems: A Clear, Safe Guide to Getting Back In
People search for this more than almost any other tech issue. You are in Good company. Here’s a simple, accessible guide to help you get back into your accounts — and prevent future lockouts.
Start Easy: Hard Refresh the Page (Ctrl + Shift + R) on a PC and Command + Shift+ R on a Mac
1️.Locked Out of an Account? Start Here
Common symptoms
Password suddenly not working
Reset link not arriving
Multi‑factor authentication (MFA) asking for a code you can’t access
Endless login loops
These problems usually come from:
Browser cache issues
Old passwords stored in auto-fill
Conflicting authentication methods
Out‑of‑date recovery information
2️. Clear Your Browser Cache (This Fixes 50% of Login Problems)
Chrome
Press Ctrl + Shift + Delete
Choose Cached images and files
Click Clear data
Edge
Press Ctrl + Shift + Delete
Select Cached images and files
Click Clear now
Firefox
Press Ctrl + Shift + Delete
Select Cache
Click Clear
This removes corrupted login data and forces the site to load fresh.
Also Check Your Saved Passwords (Old Ones Cause Login Failures Too-delete them!)
After you clear your cache, take one more quick step: open your browser’s saved passwords and delete the outdated ones. Old passwords often override the new ones you type, which creates endless login loops.
Chrome
Press Alt + E to open the menu
Press S to jump to Settings
Select Auto-fill and Passwords
Open Google Password Manager
Search for the site you’re trying to log into
Delete any old or duplicate passwords
Edge
Press Alt + F to open the menu
Press S for Settings
Select Profiles
Choose Passwords
Search for the website
Delete outdated or incorrect entries
Firefox
Select Settings
Choose Privacy & Security
Scroll to Logins and Passwords
Open Saved Logins
Remove old or incorrect passwords
Why this matters
Browsers love to “help” by auto-filling passwords — even when they’re wrong. When you delete the old ones:
Your new password works correctly
The login screen stops looping
The reset process finally sticks
You avoid the “I know I typed it right!” frustration
3️. When You Set Up a Password — ALWAYS Connect It to Your Phone
This is the single most important step for preventing lockouts.
Set up the same password manager on your computer to pair with phone
Why?
Your phone becomes your identity key. If you forget your password, the system can verify you instantly.
You can also quickly go into your password manager and look up the password you need for any site on your computer.
Set Up the Same Password Manager on Your Phone and Computer
Using the same password manager on both devices keeps everything synced. When you update a password on your phone, it instantly updates on your computer — and that prevents almost every future lockout. And remember, you don’t have to use the password manager every time you log in. As you create accounts, save your usernames and passwords in your browser so you can keep logging in the same easy way you always have. The password manager simply becomes your reliable backup when something goes wrong.
Below are simple, universal steps that work for any major password manager (Microsoft Authenticator, Bitwarden, 1Password, etc.).
Step 1: Install the Password Manager on Your Phone
Open the App Store (iPhone) or Google Play Store (Android).
Search for your chosen password manager.
Tap Install.
Open the app and sign in or create an account.
Turn on sync if the app asks (most do automatically).
Your phone now becomes your secure “master key.”
Step 2: Install the Same Password Manager on Your Computer
Open your browser
Go to the password manager’s official website.
Download the desktop app or browser extension.
Sign in with the same account you used on your phone.
This pairs your computer and phone instantly.
Step 3: Turn On Sync Between Device
Most password managers sync automatically, but here’s how to confirm:
Open the password manager on your phone.
Go to Settings.
Look for Sync, Cloud Sync, or Account Sync.
Make sure it’s turned ON.
Now every password you save on one device appears on the other.
Step 4: Import or Save Your Password
You can now:
Save new passwords directly into the manager
Import passwords from your browser
Update old passwords and let the manager store them–This ensures you never rely on outdated browser auto-fill again.
Step 5: Choose How you want to Log in: Password Manager or From Browser
Option A: Keep using your browser’s saved passwords
This is the fastest way to log in day‑to‑day. Your browser auto-fills your username and password, and you move on with your work.
Option B: Use the password manager when needed
If something breaks —
a password doesn’t work
a browser update wipes your autofill
a site forces a reset — you can open your password manager and instantly look up the correct username and password.
This is the key detail: Your password manager acts as your backup vault, so you never lose access even if your browser forgets or changes something.
Why This Matters
When your phone and computer share the same password manager:
You always have the correct password stored somewhere safe
You can keep using your browser for fast logins
You avoid lockouts caused by old autofill entries
You stay in control even when updates change things
It’s the perfect balance of speed and security.
4️.Choose ONE Authentication Method (Not All of Them)
Using multiple authenticators confuses systems and causes login loops.
Here are the three main types, with simple visuals you can describe to your audience:
🔵 Option 1: Text Message (SMS)
Visual: A phone with a speech bubble containing a 6‑digit code. Best for: Beginners Pros: Easy, no app needed Cons: Not as secure as app‑based codes
🟢 Option 2: Authenticator App (Microsoft Authenticator, Google Authenticator, Duo)
Visual: A shield icon with a rotating 6‑digit code. Best for: Most users Pros: Fast, secure, works offline Cons: Must be installed on your phone
🟣 Option 3: Email Verification
Visual: An envelope with a key inside. Best for: People who check email constantly Pros: Simple Cons: Slow, sometimes goes to spam
5️. Windows Login Problems: Safe Steps You Can Do
Sometimes Windows won’t let you log in because of:
A stuck update
A corrupted profile
A password mismatch
A login option that’s blocking access (PIN, fingerprint, picture password)
Use SHIFT + RESTART to Access Windows Recovery Options
This is the only safe, built‑in way to reach troubleshooting tools.
Steps
On the login screen, click the Power icon (bottom right).
Hold SHIFT on your keyboard.
While holding SHIFT, click Restart.
Windows will open the Advanced Startup Menu.
From here, you can safely access:
✔ Startup Repair
Fixes boot issues.
✔ Safe Mode
Lets you log in with minimal drivers.
✔ Command Prompt
For advanced repairs (not needed for most users).
✔ Reset Password (Microsoft Account)
If you use a Microsoft account, you can reset it from here.
6️. Prevent Future Lockouts: Use a Password Manager on Your Phone
This is the long‑term solution that saves people from ever being locked out again.
Recommended password managers:
Microsoft Authenticator (has password storage built in)
Bitwarden (free, secure, cross‑platform)
1Password (paid, excellent for families)
Google Password App
LastPass (popular, but had past breaches — use with caution)
Why store passwords on your phone?
Your phone is always with you
You can look up usernames and passwords instantly
Syncs with your computer
Works even if your computer won’t turn on
You’re not alone — login problems happen to everyone. With these steps in place, you’ll stay in control and avoid the frustration of being locked out again.
A remarkable transformation unfolded in 2000 when a blind teenage girl arrived from the Ukraine–Russia border region. Her journey would soon be defined by the inspiring story of how a Blind Teen Masters JAWS. She had lost her sight due to a brain tumor and survived medical hardship. In addition, she entered the United States without knowing a single word of English. She faced dozens of surgeries to remove the tumor. She was brave, brilliant, and determined — but she faced a world that she feared. Her first English words to me were: “I want to die cause blind can’t do anything!”
I was determined to change that idea.
A Different Way of Life
When she first sat down at the computer, the only screen reader available to her was English JAWS. To bridge the gap, I sought out someone who became friend in Russian to get Jaws scripts for Russian JAWS. This allowed her to switch seamlessly between Russian and English. This simple act opened a doorway. She could hear her native language, type in English, and move back and forth between the two as she learned. Within 3 months she was interpreting the language for her family. She could speak smoothly and understandably to her peers and teachers. The next crucial skill skill was connecting her to friends in Ukraine via email. THAT was the secret. The journey was possible because this blind teen truly mastered JAWS and pushed through the barriers.
And she learned fast. Within that 3 months, she told me: I do not want to die anymore because the technology has changed everything for me and shows me my future. I can do what I want and need.
Every day she practiced navigating the keyboard, reading with JAWS, writing, and communicating. She used the bilingual setup to teach herself English while mastering the technology that would give her independence. Her confidence grew with every keystroke.
Three months later, the young teen who once arrived frightened and silent was now speaking fluent English. She was using JAWS like she had been doing it for years. In the video below, she demonstrates her skills entirely in English: reading email, writing messages, attaching files, and navigating her computer with flawless precision. Her success is a striking example of what happens when a blind teen sets out to master JAWS. She is breaking new ground for herself and others.
Her journey is a powerful reminder that access changes everything. When students receive the right tools, the right training, and unwavering belief, they rise. They thrive. They discover who they were always meant to be.
Best Computer PC Specs buying Guide for 2025 and beyond: RAM, CPU, SSD, graphics card, gaming and more explained
If you’re planning to buy a computer now, pause before diving into the best PC specs. Keep in mind that dealers often clear out older models during holiday sales. To make sure you know exactly what you’re getting, skip down to the section on ‘Older and Newer Naming’ of laptops.
Specs You Need and PC Details Explained
Memory (RAM): 64 GB DDR5 (4800–5600 MHz, dual channel, expandable to 128 GB on some models). Continue for more detailed advice, for Best Computer Specs Guide.
Storage (SSD): 2 TB PCIe Gen 4 NVMe SSD (blazing fast read/write speeds, optional dual SSDs up to 4–8 TB total)
Display: 14‑inch UHD (3840 × 2160) Mini‑LED, 120 Hz refresh rate, HDR support or 14- 16‑inch OLED, 240 Hz for gaming/creative workloads
Reduce Eye Strain with a High Resolution Curved Screen
Ultra HD / 4K: 3840 × 2160 pixels
8K UHD: 7680 × 4320 pixels
Highest Resolutions Available (2025)
8K UHD (7680 × 4320):
Currently the highest mainstream resolution for TVs and monitors.
It is Extremely sharp, but requires powerful GPUs and large screens to notice the difference.
Best Curved Monitors (2025)
Brand
Best Model
Size / Resolution
Use Case
Key Strengths
Samsung
Odyssey OLED G9
49″ Dual QHD (5120×1440)
Gaming / Immersion
240 Hz refresh, deep 1000R curve, HDR OLED
Dell / Alienware
Alienware AW3425DW
34″ QD‑OLED (3440×1440)
Gaming / Esports
Fast response, vivid colors, G‑Sync Ultimate
Dell UltraSharp
U4025QW
40″ 5K2K (5120×2160)
Productivity / Multitasking
Huge workspace, USB‑C hub, color accuracy
LG
UltraGear 45GR75DC
45″ WQHD (3440×1440)
Gaming / Creative
OLED panel, 240 Hz, immersive ultrawide
HP
E45c G5
45″ Dual QHD (5120×1440)
Productivity / Office
Replaces dual monitors, ergonomic design
Gigabyte
G27FC
27″ Full HD (1920×1080)
Budget Gaming / Entry Level
Affordable, decent curve, FreeSync support
Quick Recommendations
For Gaming Immersion: Samsung Odyssey OLED G9 or Alienware AW3425DW.
For Productivity/Work: Dell UltraSharp U4025QW or HP E45c G5.
For Budget Buyers: Gigabyte G27FC.
For Hybrid Use (Gaming + Creative): LG UltraGear 45GR75DC.
Other items you need for laptop and more USBs for a desktop
Ports & Connectivity:
2 × Thunderbolt 4 / USB‑C
3 × USB‑A 3.2
HDMI 2.1
Ethernet RJ‑45
Wi‑Fi 7 + Bluetooth 5.4
Keyboard: QWERTY keyboard, with Applications/Menu key
Around 4 pounds ≈ 1.81 kilograms.
How to Find Your Computer Specs (Windows 11, December 2025)
1: Using System Settings
Press Windows key + E to open File Explorer.
Press Shift + Tab to move focus to the Navigation Pane.
Arrow down to This PC (usually near the bottom).
Right‑click on This PC and choose Properties (or press Enter).
A window will open showing basic system information, including:
Device name
Processor (CPU)
Installed RAM
System type (32‑bit or 64‑bit)
Windows edition and version
2: Using Settings → About
Press Windows key + I to open Settings.
Navigate to System.
Scroll down and select About.
Under Device specifications, you’ll see:
Processor (CPU)
Installed RAM
Device ID
Product ID
System type
Under Windows specifications, you’ll see:
Edition (e.g., Windows 11 Pro)
Version and build number
3: Advanced Specs (Optional)
For deeper details like graphics card, storage, and drivers:
Press Windows key + R, type dxdiag, and press Enter.
This opens the DirectX Diagnostic Tool, showing CPU, RAM, GPU, and driver versions.
Summary
Basic specs (CPU, RAM, Windows version) → System → About or This PC → Properties.
Detailed specs (graphics card, drivers) → dxdiag.
These steps work with keyboard navigation and are accessible for screen reader users.
Find information in MSINFO32
MSINFO32 is the command that opens the System Information utility in Windows.
It provides a comprehensive overview of your computer’s hardware, software, and system components.
Unlike the simple “About” page, MSINFO32 gives deep technical details useful for troubleshooting, upgrades, or support.
How to Open MSINFO32
Press Windows key + R to open the Run dialog.
Type msinfo32 and press Enter.
The System Information window will appear.
What You’ll See in MSINFO32
System Summary (default view):
OS name and version
System manufacturer and model
Processor type and speed
Installed RAM
BIOS version/date
Boot mode (UEFI or Legacy)
Hardware Resources:
IRQs, DMA, I/O ports, memory addresses
Useful for diagnosing hardware conflicts
Components:
Display (graphics card details)
Storage (drives, controllers)
Network (adapters, protocols)
Input devices
Software Environment:
Loaded drivers
Running tasks
Services
Environment variables
Why It’s Useful
Troubleshooting: Quickly check BIOS version, drivers, and hardware conflicts.
Upgrades: Confirm RAM slots, CPU type, and expansion options.
Support: Export system info to share with IT or tech support.
Memory Details
These values describe how your computer uses RAM (physical memory) and virtual memory:
Installed Physical Memory (RAM): 64.0 GB The total amount of RAM physically installed in your system.
Total Physical Memory: 63.8 GB The usable portion of your installed RAM. A small amount is reserved for system hardware.
Available Physical Memory: 56.2 GB The amount of RAM currently free and available for use by applications and the system.
Total Virtual Memory: 67.8 GB This includes physical RAM plus page file space. Virtual memory allows your system to use disk space as extra memory when RAM is full.
Available Virtual Memory: 58.9 GB The portion of virtual memory that’s currently unused and available.
Page File Space: 4.00 GB The size of the page file (a reserved portion of your hard drive used as virtual memory).
Go to Programs and features and make sure you have all your security and power to run programs so do a find command for “run” and look for your .nets.
What .NET Does for a Computer—let’s just say it IS REALLY IMPORTANT
Runs Applications:it is software framework/platform .NET provides the Common Language Runtime (CLR), which acts like a virtual machine. It takes code written in languages like C#, F#, or VB.NET and makes sure it runs correctly on your computer.
Manages Resources: The CLR handles memory management, security, thread management, and error handling. This means programs don’t have to reinvent these functions — they rely on .NET to do it safely.
Provides Libraries: The Framework Class Library (FCL) is a huge collection of pre‑built code for everyday tasks:
Reading/writing files
Connecting to databases
Networking and internet communication
User interface controls
Math, cryptography, and more
Supports Multiple Languages: Developers can write programs in C#, F#, VB.NET, and others. .NET makes them interoperable, so code written in one language can work with another.
Cross‑Platform Evolution:
Go get those important computer items at: Ninite.com
Beat Graphics card for computers using screen readers or other access technologies: NVIDIA
GRAPHICs card RUN that screen reader–get a good one GAMING computers will get you the specs you need for a screen reader or just regular use
NVIDIA RTX cards dominate the high‑end market with unmatched ray tracing, AI features (DLSS, CUDA, Omniverse), and raw compute power.–the BEST for screen readers and older students–middle school up
AMD Radeon RX cards offer better value for money, strong rasterization performance, and more efficient power use, especially at 1440p and 4K gaming.
The applications key– is KEY of importance-the funny looking horseshoe on a gaming computer or square with lines in it on general computers–it is a right click of a mouse or 1 press of a key.
Basic specifications for a laptop: gaming computer will have the speed and video card needed for performance
Processor (CPU): some use the words i5, i7, i9 but the new words are Ultra 5,7 or 9 on machines–i9 is compared to ultra 9 and so on like this
Intel Naming Shift
Older naming convention (up to 13th Gen): so if you have this then know it is an older model and during holidays, this is what companies are selling cheaply to get rid of–so just be aware–
Intel Core i3, i5, i7, i9
Example: Intel Core i7‑12700H
New naming convention (14th Gen and newer):
Intel Core Ultra 5, Ultra 7, Ultra 9
Example: Intel Core Ultra 9 185H
The “Ultra” branding emphasizes AI acceleration and new architecture (Meteor Lake, Lunar Lake).
How They Compare
Core i5 → Core Ultra 5
Core i7 → Core Ultra 7
Core i9 → Core Ultra 9
Intel Core Ultra 9 285HX (24 cores, up to 5.5 GHz turbo) or AMD Ryzen 9 7945HX (16 cores, up to 5.4 GHz turbo)
Memory (RAM): 64 GB DDR5 (4800–5600 MHz, dual channel, expandable to 128 GB on some models)
Storage (SSD): 1 TB PCIe Gen 4 NVMe SSD (with option for dual SSDs up to 4 TB total)
Display: 17.3‑inch UHD (3840 × 2160) Mini‑LED, 120 Hz refresh rate, HDR support or 16‑inch OLED, 240 Hz for gaming/creative work
Favorite computers for running software such as JAWS, NVDA and other blind ware–You must have HIGH RAM and speed
Top Favorite: ASUS
ASUS Laptop Weights–based on student–
ZenBook Series (ultralight)
New ZenBook A14: as low as 2.18 lbs (0.99 kg)
VivoBook Series (mid‑range everyday use series)
ROG Gaming Series (heavy duty)
Zephyrus G14: ~3.53 lbs (1.6 kg)
Strix G15: ~5.07 lbs (2.3 kg)
Pic of ASUS-ROG-heavier with numpad
Surface Pro-top Favorite
Microsoft Surface Pro Weights–lightest and most powerful of laptops
Surface Pro 3–7: ~1.7 lbs (0.77 kg)
Surface Pro 8–10: ~1.94–1.96 lbs (0.88–0.89 kg)
Surface Pro 11 (latest): ~1.96 lbs (0.89 kg)
Surface Pro X (ARM model): ~1.7 lbs (0.77 kg)
comparing true laptop form factors, ASUS ultrabooks and Surface Laptop models are closer in weight, while Surface Pro remains the lightest option in the 2‑in‑1 category.
Different versions and do not suggest this collapsible one for students, that flips up–just too easy to flip down
Get Surface Pro with a true laptop lid that opens easily
HP computers
Be careful as most do not come with applications key any more–yes you can use Insert F10 but … takes 2 keys to implement a keystroked of right click
HP EliteBook 645 G10 includes a dedicated Applications/Menu key on its keyboard layout.
Build your computer: EliteBook 645 G10 is a lightweight, secure, and efficient business laptop with AMD Ryzen 7000 series power
Processor Options:
AMD Ryzen 5 7530U: 6 cores / 12 threads, up to 4.5 GHz-elementary and middle school
AMD Ryzen 7 7730U: 8 cores / 16 threads, up to 4.5 GHz-high school
These are efficient 7nm chips with solid multitasking and productivity performance.
Graphics:
Integrated AMD Radeon RX Vega 6 GPU
Suitable for office work, media playback, and light graphics tasks
Not designed for gaming or heavy 3D rendering.–but that is fine as that is not why you buy it
Memory:
Configurable up to 64 GB DDR4 RAM
Dual SO-DIMM slots, user-upgradable.
Storage:
PCIe SSD options, typically up to 1 TB
HP HP EliteBook 870 G11 (17‑inch) -4.1 lbs–keep in mind you want a laptop carry case for laptops
High‑Performance PC Laptop Models
HP ZBook Fury 16 G11 – workstation powerhouse for engineering, CAD, and 3D rendering
MSI Raider 18 HX AI – top‑tier gaming laptop with desktop‑class GPU
ASUS ROG Strix G18 / Zephyrus G16 – high‑end gaming and creator laptops
Do NOT overdo bump dots on keyboard to find position for touch typing-then student start counting dots to get to keys–create muscle memory which means you want to have them repeat typing skills–explanation below dot placements.
Place bump dots on keys: 5 and 0 on num row above qwerty keys-backspace is already large
Place dots on F4, F12–if all the keys run together then either F8 or F9. My F keys are broken up in panels from F1 to F4 and F5 to F8 and F9 to F12 so I do not need any bump dots–a gaming keyboard is divided up for speed of access so no bump dots needed
Many computers share the arrow keys with home, end pg up and pg down–only put a bump dot on up arrow to quickly move hand to the right while left hand holds down the FN key and right hand to do the pg up and so forth
Remember, the keyboard already has built in bump dots on f and j so do not place any more bump dots on keys
Dell is not my top choice of a computer but is a fine machine with specs you can get with:
Processors: Intel Core Ultra 7/9 or AMD Ryzen 9 HX — powerful x86 chips for heavy workloads.
Serviceability: Easier to upgrade storage, RAM, and wireless adapters
Memory: Configurable up to 64–128 GB DDR5 RAM, far beyond Surface’s 16–32 GB.
Storage: Options up to 2–8 TB PCIe NVMe SSDs.
Graphics: Dedicated NVIDIA RTX GPUs (e.g., RTX 5090 or workstation Ada cards).
Displays: Larger 16–18″ screens, often 2.5K or 4K OLED, high refresh rates.
Weight: Heavier (≈4 lbs / 1.8 kg), but more versatile for gaming, AI, or workstation tasks.
What I Use on a Daily Basis-I work very long hours
So I do have a Ultra HD / 4K: 3840 × 2160 pixels and it has changed my life with no more headaches from long hours at my screen and always have night light on-if you do not know about this feature, press your windows key and type night and night light will generate–decrease the brightness to more muted colors and it takes out more blue light which reduces eye strain. But the 4k does that by itself, then the night light takes away brightness–I am very light sensitive so light in general causes my eyes pain which gives headaches (I no longer have that issue with the 4k.). I use my screen reader often–hence the needed power in general.
My PC Computer Specs Explained
CLX computers are made by CLX Gaming, which is a division of Cybertron International Inc., a long‑standing U.S. system integrator based in Wichita, Kansas and an incredible company to work with for any product they sell.
About CLX
Founded: January 29, 2016, as a brand under Cybertron International.
Focus: Custom gaming PCs, workstations, and desktops tailored for gamers, content creators, and professionals.
Specialty:
Fully customizable builds (CPU, GPU, RAM, cooling, case design).
Award‑winning custom paint and chassis designs.
Product families named after Egyptian mythology (Ra, Set, Scarab, Horus, Osiris, Anubis).
Support: Free lifetime technical support, up to 3 years parts warranty, and lifetime labor coverage.
Why CLX Stands Out and why I picked it–I could build exactly what I wanted and needed and their service support is exceptional in the industry as if or when you call, you get a person who knows anything you ask.
Customization: You can configure nearly every component, from Intel/AMD CPUs to NVIDIA/AMD GPUs.
Performance: Builds range from mid‑tier gaming rigs to extreme workstations with 64–128 GB RAM and multi‑GPU setups.
Design: Known for bold, artistic case designs and RGB lighting.
Reliability: As part of Cybertron International (established in 1997), CLX benefits from decades of PC integration experience.
Takeaway
CLX computers are custom‑built in the USA by CLX Gaming (Cybertron International), offering high‑performance, highly customizable systems for gamers and professionals who want both power and personalization.
The CLX is the Best machine I have every owned and then I go portable with my Surface Pro which is also exceptional for power and portability
What Screen Readers Can’t See: A Wake-Up Call for Educators
Many teachers rely on tools like Snip & Clip or download entire packets of image-based worksheets. But it’s important to understand that most resources on popular teacher websites—especially those behind paywalls—are completely inaccessible to blind and low vision students. These materials are often just images or scanned PDFs. Consequently, screen readers can’t read this type of content at all.
This video demonstrates how these inaccessible formats appear to a screen reader user. It shows how nothing reads, nothing speaks, and the content remains out of reach.
It also shows how older students who have been taught tech skills for years, transcribers or teachers, can quickly make the material accessible. This is especially helpful for a screen reader user who is not yet able to do it independently.
Google slide image of work-all inaccessible to a screen reader user
Commands to know: Use EDGE and its built in AI with -CTRL+Shift+period, so the AI can see the pages you are on. (Do not do banking of any kind without using a private window and a non-AI browser.)
Watch the video to get all the steps down. It can change your life to the inaccessible world. Alternatively, transcribers and teachers can do it for you until you learn the skills well yourself.
Other School Platforms that are inaccessible can be resolved with this solution also now
