Search results for: “braille display”

  • Braille Display with Jaws-auto read

    This session shows how users can start auto-read on the Focus Braille display with JAWS, adjust reading speed, and activate a full-read mode with ER + Space, even though many believed this feature did not exist. This video demonstrates the feature in action and explains how it works along with other useful commands. These commands allow you to fully control your computer exclusively using the Focus 40 or 80 Braille display-See video below

    Focus Braille Display auto-read or auto scroll mode to increase reading speed or just read quietly-from YouTube Video

    Focus Braille Display Commands to control computer for auto-read or auto-scroll

    Modifier Keys

    Use the modifier keys to simulate key combinations (keystrokes) that include CTRL, ALT, WINDOWS Key, SHIFT, or the JAWS Key (INSERT). To use these modifiers for the Focus Braille Display when typing a keystroke, do the following:

    1. Hold down DOT 8 CHORD and then press the corresponding modifier keys in the keystroke. Modifier keystrokes are listed in the following table.
    2. After you create the modifier portion of the keystroke, release the keys and press the remaining part of the keystroke. For example, to perform the keystroke CTRL+SHIFT+V, you press DOTS 3-7-8 CHORD, release the keys, and then press V (DOTS 1-2-3-6).

    Focus Display combo Commands

    Modifier Keys
    Key NameKeystroke
    Function Keys (F1 through F12)
    For more information, see the Function Keys description.
    DOT 1
    INSERTDOT 2 8 space
    CTRLDOT 3 8 space
    WINDOWS KeyDOT 4 8 space
    JAWS KeyDOT 5 8 space
    ALTDOT 6 8 space
    SHIFTDOT 7 8 space
    APPLICATION KeyRIGHT SHIFT+DOT 2 CHORD
     TABDOTS 4-5 CHORD 
     SHIFT+TABB CHORD 
     HOMEK CHORD 
     ENDDOTS 4-6 CHORD 
    Select Prior LineDOTS 1-7 CHORD 
    Select Next LineDOTS 4-7 CHORD 
    Select to End of LineDOTS 4-6-7 CHORD or 4,7, space
    ESCRIGHT SHIFT+DOT 1 or Z CHORD
    DELETEFOR CHORD
    Select word5,7, space

    Selection Commands

    DescriptionBraille SignBraille Dot Patterns
    Select Next CharacterLEFT SHIFT+DOT 6LEFT SHIFT+DOT 6
    Select Prior CharacterLEFT SHIFT+DOT 3LEFT SHIFT+DOT 3
    Select Next LineLEFT SHIFT+DOT 4LEFT SHIFT+DOT 4
    Select Prior LineLEFT SHIFT+DOT 1LEFT SHIFT+DOT 1
    Select to End of LineLEFT SHIFT+DOT 5LEFT SHIFT+DOT 5
    Select from Start of LineLEFT SHIFT+DOT 2LEFT SHIFT+DOT 2
    Select from TopLEFT SHIFT+LLEFT SHIFT+DOTS 1-2-3
    Select to BottomLEFT SHIFT+DOTS 4-5-6LEFT SHIFT+DOTS 4-5-6
    Select Next ScreenLEFT SHIFT+DOTS 4-6LEFT SHIFT+DOTS 4-6
    Select Prior ScreenLEFT SHIFT+KLEFT SHIFT+DOTS 1-3
    Select AllLEFT SHIFT+FOR SignLEFT SHIFT+DOTS 1-2-3-4-5-6
    Select a FrameRIGHT SHIFT+9RIGHT SHIFT+DOTS 3-5
    Select a HeadingRIGHT SHIFT+6RIGHT SHIFT+DOTS 2-3-5
    Select a LinkRIGHT SHIFT+7RIGHT SHIFT+DOTS 2-3-5-6
    Windows Commands
    DescriptionBraille SignDOTS Pattern
    ALT+TABLEFT SHIFT+DOTS 4-5LEFT SHIFT+DOTS 4-5
    Paste from ClipboardLEFT SHIFT+VLEFT SHIFT+DOTS 1-2-3-6
    Copy to ClipboardLEFT SHIFT+CLEFT SHIFT+DOTS 1-4
    Cut to ClipboardLEFT SHIFT+XLEFT SHIFT+DOTS 1-3-4-6
    UndoLEFT SHIFT+ZLEFT SHIFT+DOTS 1-3-5-6
    DeleteLEFT SHIFT+DLEFT SHIFT+DOTS 1-4-5

    Table of Multi-Control Functions

    FunctionCommand
    Toggle Auto Advance Mode or auto readLEFT SELECT+RIGHT SELECT to start and stop down arrow – er+space is read all – if you want to auto read and hear words then down arrow and speed up as you want
    Decrease Auto Advance SpeedLEFT SELECT
    Increase Auto Advance SpeedRIGHT SELECT
    Left Mouse ClickPANNING BUTTON+CURSOR ROUTING BUTTON or
    PANNING ROCKER UP+CURSOR ROUTING BUTTON or
    PANNING ROCKER DOWN+CURSOR ROUTING BUTTON
    Control+Left Mouse ClickROUTING BUTTON CHORD
    Page DownLEFT or RIGHT SELECT+ROCKER DOWN
    Page UpLEFT or RIGHT SELECT+ROCKER UP
    Top of FileLEFT PANNING BUTTON+SELECT BUTTON or
    SELECT BUTTON+PANNING ROCKER UP
    Bottom of FileRIGHT PANNING BUTTON+SELECT BUTTON or
    SELECT BUTTON+PANNING ROCKER DOWN
    EndPANNING BUTTON+ROCKER BAR DOWN
    HomePANNING BUTTON+ROCKER BAR UP
    Next LineROCKER BAR DOWN
    Prior LineROCKER BAR UP
    Pan LeftLEFT PANNING BUTTON or
    LEFT PANNING ROCKER UP
    Pan RightRIGHT PANNING BUTTON or RIGHT PANNING ROCKER UP
    Select TextRIGHT SELECT BUTTON+CURSOR ROUTING BUTTON
    Select BlockSELECT BUTTON+CURSOR ROUTING BUTTON at beginning of block; repeat at end of block

    Examples to show you how it all goes together:

    restart jaws 2,8,space space,  1,8,space d

    Windows search box with–  right shift, 4

    alt tab is 6,8, space then 4,5 space—or  right shift 4 5

    F6, space/1-8 f

    Ctrl tab – 3 8 space the tab with 4,5 space

    alt f4  – 1 6 8 space then d

    read all, space/1-2-4-5-6, ER cord

    say title of window – right shift/dots 1-2

    Say time– right shift/dots1-2-3

    read all — er chord 

    refresh screen  -right shift z

    in drive get contractions off and cursor off

    Then –insert z cursor off-2,8,space then z

    Or do slash for search—contractions off with g,7,space then dots 3,4

    hush up jaws—3,8, space

    HOME- K CHORD

    END-DOTS 4-6 CHORD

    PAGE UP-LEFT SHIFT+ROCKER BAR UP or RIGHT SHIFT+ROCKER BAR UP or DOTS 2-3-7 CHORD

    PAGE DOWN-LEFT SHIFT+ROCKER BAR DOWN or RIGHT SHIFT+ROCKER BAR DOWN or DOTS 5-6-7 CHORD

    DELETE–FOR CHORD as in 1,2,3,4,5,6 and space –the word chord is the language I grew up with, they made it space a couple decades ago as new people did not get term “chord”

    Commands to get you going on Understanding more skills

    esc is right shift dot 1

    alt right shift dot 2 is

    right click right shift dot 3

    Windows search box with right shift+4

    right shift dot 5 is window list

    left shift 1 – select line

    left shift 3  – select character

    dot 6 8 space then d to URL

    3 8 space that opens new tab

    dot 3 8 space the tab with 4,5 space

    alt tab is 6,8, space then 4,5 space

    PC cursor is p space

    taskbar is 4,8,6 then t

    alt f4  – right shift dot then 1 6 8 space then d for do

    F6, space/1-8 then f

    read all, space/1-2-4-5-6, ER cord

    Went over, say title of window using the Focus, right shift/dots 1-2

    Space 4 8 to desktop

    Say time with the Focus, right shift/dots1-2-3

    say time with right shift 1 2 3

    right shift z refresh screen

    er chord is read all

    8 4 space then t to taskbar

    8 4 space then d to desktop

    title with space/8-5 followed by T, but the shift/1-2 is just so much nicer.

    ESC–RIGHT SHIFT+DOT 1 or Z CHORD

    ALT–RIGHT SHIFT+DOT 2

    APPLICATION Key–RIGHT SHIFT+DOT 2 CHORD

    BACKSPACE–DOT 7

    ENTER-DOT 8

    CTRL+BACK SPACE- DOTS 1-2-3-4-5-6-7 CHORD

    TAB DOTS – 4-5 CHORD

    SHIFT+TAB–B CHORD

    Other Focus Display Lessons

    Focus Braille Display and SD to and from Scratchpad and PC

    Spanish Braille setup or any language with JAWS and Focus Display

    Algebra with Focus Display and JAWS in Word- YouTube

    Advanced math: Mathtype & LaTex for using Word for blind students, using Focus Display & JAWS with Professor Betsey- YouTube

  • Focus Braille Display and SD to and from Scratchpad and PC

    To configure the Focus Braille Display SD card and Scratchpad, allowing you to copy files to and from the Micro SD card, make sure the unit is powered off and the supplied USB cable is connected to your PC. Next, press and hold the Left Panning button while simultaneously inserting the USB cable. The display powers on and the PC recognizes the Focus as a removable USB drive.

    Note: If you use a screen reader such as JAWS over USB, it is recommended that you turn on speech or use a Bluetooth connection as braille will currently not work over USB when the Focus is being used as a storage device. You will also not be able to use the Scratchpad while in this mode.

    Create .brf or .brl files in Braille Blaster or Duxbury or other braille translation APPs

    Create .txt files in WORD, WordPad or another Braille editor

    To transfer BRF and TXT files to the Micro SD card:

    • On the PC, open the folder containing the files you want to copy, select the files you want, and then press CTRL+C. This is key step when managing the Focus Braille Display SD card and Scratchpad option.
    • Windows E to file explorer and navigate to and open the USB drive to display the contents of the Micro SD card in navigation pane.
    • Open FSI, Focus5, Scratchpad, and then open the folder where you want to place the files and press CTRL+V. Files you want to edit should be placed into the Notes folder. Files placed into the Books folder cannot be modified.

    To transfer TXT files created in Scratchpad:

    • Navigate to and open the USB drive to display the contents of the Micro SD card. Under This PC and navigation pane typically
    • Open FSI, Focus5, Scratchpad, Notes, and then select the TXT files you want to copy and press CTRL+C.
    • Navigate to the folder on your PC where you want to place the files and press CTRL+V. You can now use Notepad or another text editor to access these files.

    Once you have finished transferring files, press the APPLICATIONS key on your computer while focused on the USB drive, and choose Eject. Power the Focus off and back on and you will once again be able to use the Scratchpad as well as receive braille output from your screen reader over USB.

    Press right shift + x to close current file if u make changes it will prompt you to save or discard so you can use cursor router button or dot 8 to navigate thru options

    If you want to temporarily leave the scratchpad in the background and resume connection to computer do menu +B (space + dot 1,2)     

    Get out of file by pressing menu and it pops to file menu and rocker down to file, open, etc. and enter on choice

    Rocker down to open or what you want

    Select folder-I save most books in books so I open that with enter

    Rocker down to file you want to open     

    To edit and type in the Scratchpad of a Focus Braille Display (like the Focus 40 Blue), you’ll be using its onboard notepad feature. This is a standalone function that lets you jot down notes directly on the device without needing a connected screen reader. Here’s how to navigate and use it:

    Accessing and Using the Scratchpad

    Enter Scratchpad Mode

    • Press Menu button (in center of dots 1 and 4) and rocker down until you reach Scratchpad or N+Menu for new file and enter for options-fastest but sometimes does not work so go Menu option rocker down
    • Press a cursor router button above the word “Scratchpad” to select it or enter to open.

    Brailling and Editing

    • Use Braille input keys to type your content.
    • Use cursor router buttons to move the cursor to specific characters.
    • Use DOTS 7 + character to delete backward.
    • Use DOTS 8 to insert a new line or confirm actions.

    Save Your Work

    • After brailling what you want just right shift + X and enter and it will prompt you to save.

    Exit Scratchpad

    • Right Shift + X

    Connect to computer will be B space to switch back and forth between your Notes folder with file to type in info and your computer. See video


    Tips for Efficient Use

    • You can transfer Scratchpad files to a PC via USB or SD card in reader on your PC.
    • Scratchpad supports BRF and TXT formats, ensuring that the Focus Braille Display and SD card work harmoniously.

    Tips & Limitations

    • Only plain text (.TXT) files are editable in NOTES folder
    • Files transferred from PC must be in UTF-8 or ASCII format which is .txt as it takes all format out
    • Large files may not open or save properly

    More Scratchpad commands, go to freedom scientific

    Host of other FOCUS display Lessons

    Braille Display with Jaws-auto read

  • Teach or Learn Nemeth using JAWS and braille display

    Learning how to teach or learn Nemeth math using assistive technology can seem challenging, but with the right tools and approach, it becomes manageable and effective. Whether you’re a parent helping your child, an educator supporting students, or an independent learner, using a Focus 40 Braille Display and JAWS screen reader provides an accessible way to master Nemeth code. In this guide, I will walk you through setting up your technology and using the Braille Math Editor to confidently teach and learn math concepts from basic arithmetic to advanced algebra. Let’s simplify the process and enhance your skills.

    Setup Nemeth with JAWS

    Start by setting JAWS to the proper Nemeth settings. Access the JAWS Settings Center with Insert + 6 then Control+Shift+D to set default: type “Braille m” in the search box. Navigate to “Braille Mode” and make sure you hear “Structured” mode, ensuring that both the active cursor and Braille cursor follow each other. This will allow you to track what the student is doing on their display.

    Alt + F to language profiles, and alt + D to details. Once open Alt + M to math options and up arrow to Nemeth if it is not selected. This will ensure that math expressions are correctly read and displayed in Nemeth Braille. Enter to close, Alt + A to apply and enter to close.

    Teach or learn Nemeth  with braille display and BME
    Teach or learn Nemeth JAWS, braille display and BME

    Using the Braille Math Editor is key to teaching and learning math effectively. Type out equations like “1+2=3” or more complex algebraic expressions, and feel the Braille output directly on your Braille display. Correct mistakes quickly using the Braille display and JAWS auditory feedback, making it easy to follow along. Use the Braille Viewer to see it visually and compare with the Braille Display by opening JAWS context menu, go to Utilities and Braille Viewer to turn it on.

    This step-by-step approach works for basic arithmetic to complex math such as algebra, Trigonometry, calculus and beyond. Both the Braille Math Editor and Word Math Editor can help you visualize and interact with Nemeth code to easily learn it and/or teach others. Practice consistently to improve your tactile reading skills and build confidence in math.

    By following this guide, you’ll gain the tools to teach and learn Nemeth math efficiently, whether for yourself or for your students.

    Other Teaching and Learning Math Lessons

    Teach or Learn UEB Math with JAWS and Braille Display

    Nemeth or UEB via MathCat: Math Access in WORD and Braille Math Editor with JAWS or NVDA-series of 8 videos to show options

    Digital UEB Math & Braille Math Editor in WORD with JAWS UEB Mode

    UEB Math using Braille Math and Word Math Editors with Jaws and split-braille-for-buffer-mode

    UEB Math with NVDA in WORD using unicode-LaTex or Braille -easy to advanced math

    Digital Math with UEB Math, NVDA completing Matrices in WORD Math Editor 365

    JAWS or UEB Math in WORD Math Editor-Unicode-LaTex Braille=learning easy to advanced math

    Quadratic Formulas with UEB Math or Nemeth and/or display with JAWS audio & MathCat

    Matrices in WORD Math Editor-Braille Math editor with Jaws using LaTex, auditory and/or Braille

    AI APP for Math with screen readers

    Digital Quadratic Math with Jaws or NVDA in Mathkicker.ai – auditory and/or braille display

    Complete Advanced Math with LaTex to finish math fast using Mathkicker.AI, JAWS, NVDA and/or display

    Math & AI =Mathkicker.ai convert PDF math or any work into WORD docx.

    Perfect Digital Math at all levels using only audio or tactile Braille or both in Mathkicker.ai

    Math & AI is MathKicker.ai — convert to .docx from clipboard- make inaccessible accessible

    Mathkicker.ai-take an image of math and make it perfect Math in Word Math editor with screen reader

    Mathkicker.AI -change Math PDF to text in WORD Math editor in less than a minute with screen reader

    Braille Display with Jaws-auto read

  • Teach or Learn UEB Math with JAWS and Braille Display

    In this lesson, you’ll learn how to teach and practice Unified English Braille (UEB) math using a Focus or Brailliant Braille display with JAWS. Start by setting up the correct Braille settings in JAWS, ensuring your Braille display and cursor follow each other for accurate feedback. Adjust your language profiles and choose UEB Grade 2 for output and input. Navigate through basic arithmetic and algebra problems using JAWS’ Braille Math Editor, making corrections easily. This step-by-step method will help both new and experienced teachers guide students in learning UEB math effectively.

    First, set up JAWS properly by accessing the JAWS Settings Center Insert + 6 followed by (Ctrl+Shift+D) to set default. Type out and Navigate to “Braille mode” and ensure your display is set to “Structured” mode. Enable the settings that allow the active cursor to follow the Braille display and vice versa. This ensures that wherever your student is on the screen, you can follow along on your display. Turn on the Braille Viewer also to see the braille at the top of your monitor if you have sight.

    Next, Alt + F to Language profiles then Alt + D to details and open and confirm UEB Grade 2 and Unicode by default. You can continue to Tab or Alt + M for math and select the UEB Math option in JAWS settings. Enter to close then Alt A to apply and enter to close. You are ready to go.

    Practice using the Braille Math Editor

    For practicing, you’ll use JAWS Braille Math Editor to create and edit math expressions as 1 option. Other options are WORD Math editor and LaTex as another as you become more advanced. Start with basic arithmetic, typing out equations such as “1+2=3,” and use the Braille display to feel the corresponding Braille output. This method works for both teaching and self-learning. As you advance to algebra, geometry, Trigonometry and calculus, use the WORD Math editor or Braille Math Editor to navigate complex equations. The editor allows easy error correction, reinforcing concepts as students work through problems.

    Teach Math with Jaws and braille display-advanced math formulas
    Teach Math with Jaws and braille display-Basic to advanced math formulas

    This method also helps auditory learners who can listen to JAWS while simultaneously feeling the Braille on the display. Practicing consistently with both the Braille Math Editor and JAWS will solidify UEB math skills and improve teaching efficacy.

    This lesson offers a comprehensive approach to teaching UEB math, ensuring accessibility and precision in learning for all. Add Teach or Learn Nemeth using JAWS and braille display to teach all skills.

    Other Math Lessons from Basic Math to Advance Skills

    FIRST Lesson: Optimizing Windows 11 Efficiency for Screen Reader with Key Settings and Configurations

    Digital Math with UEB, NVDA completing Matrices in WORD

    MathKicker. AI for Matrices with NVDA or JAWS-Speed in completing Work

    Geometry and Graphing in Desmos

    Geometry-” Drawing” shapes in Desmos

    Making the Inaccessible—Accessible

    Digital Quadratic Math with Jaws or NVDA in Mathkicker.ai – auditory and/or braille display

    Transcribe math images into text in WORD math editor with Mathkicker and transcriber tricks – YouTube

  • Spanish Braille Display or Keyboard Output/Input

    Learning Spanish Braille

    Learning Spanish Braille involves understanding the unique characteristics of the Braille system used for the Spanish language. Then build on the foundational skills of Braille reading and writing. Here’s how to approach it:

     1. Understand the Braille Alphabet in Spanish

       Spanish Braille follows the same 6-dot system as English Braille.  

    Extra characters are included to represent letters with accents and special characters used in Spanish.

      Key additions include:

         Ñ: Represented by a unique Braille symbol.

         Accented vowels: Á, É, Í, Ó, Ú have distinct Braille symbols.

         Punctuation: Spanish uses inverted question marks (¿) and exclamation marks (¡), and these have their own symbols in Spanish Braille.

     2. Start with the Basics

       – Begin by learning the standard Braille alphabet for unaccented letters, numbers, and common punctuation marks.

       – Practice reading and writing these basic symbols to build fluency.

     3. Familiarize Yourself with the Extra Characters

       – Learn the Braille symbols for accented vowels (á, é, í, ó, ú) and ñ.

       – Practice using these in words and sentences.

    Gain Fluency Through Access Training

     4. Use Spanish Braille Materials

       – Read and practice with materials specifically written in Spanish Braille to develop fluency.

       – You can find books, articles, or educational materials written in Spanish Braille to improve your reading skills online.

     5. Engage with Digital Tools

       – Tools like Braille displays and screen readers can be set to Spanish to help reinforce learning. See below list of all  Spanish symbols

       – Software like JAWS or NVDA can be configured to support Braille output in Spanish. This allows for real-time practice with written content.

     6. Practice Writing Spanish Braille

       – Use a Braille writer to practice writing in Spanish Braille. Focus on mastering punctuation and special characters.

       – The fastest and easiest to edit option will be to practice typing or brailling on a display. The FOCUS 40 Braille Display or Brailliant Braille Display to write out Spanish words and sentences.

     7. Learn through Immersive Activities

       – Reinforce learning, engage in practical activities like labeling objects in Spanish Braille. Work with bilingual Braille texts (Spanish and English).

     8. Find a Teacher or Tutor

       – If possible, work with an instructor who is fluent in Spanish Braille and the language. They can guide you through the nuances of the language and provide feedback on your progress.

       – Organizations specializing in Braille education, like TechVision, can help offer resources or tutors for Spanish Braille.

    8. Go to a Spanish Speaking Country

    -Totally immerse yourself within a culture that will speak the language you want to learn well.

    Spanish-Española Symbols

    Spanish-Española 1. Jaws settings: Set up braille profile – insert 6 (ctrl shift D) for default. After completing the steps, open settings again to ensure they apply only to Word settings. Next, type “braille mode” twice, press F6, and use Alt+G to access languages and set your preferences. For those requiring a Spanish Braille display or keyboard, ensure your device is compatible with your software settings. More Video lessons can help.

    This lesson is Spain (international) Input and Output are Spanish Grade 1

    2. Tab to profile languages and set those up and enter to close Jaws settings

    3. Alt 8 to make sure dots 7,8 show on display-accept and close settings

    1. Set up Voice profile in Jaws-open context menu, options, voices, add a profile

    1. In Word-change voice quickly:  2 options: on keyboard- ctrl shift window L to change profile or on Focus -2,3,4,5,7, space to change languages)

    2. Insert+ctrl+S to change to Spanish profile or to other language

    3. G+7+space on Focus to computer braille (which will output Spanish grade 1)– capital is dot 7 under capital letter on display

    Spanish Braille display or keyboard image of braille dots that are in this accessible page for auditory learners

    For Braille with Braille Display on Computer

    Práctica: 

    á 1,2,3,5,6   

    é 2,3,4,6   

    í 3,4 

    ó 3,4,6  

    ú 2,3,4,5,6  

    ü 1,2,5,6,8 

    ñ 1,2,4,5,6, 8  

    Punctuation for Spanish Braille using Braille Display

    ! 2,3,5, 7 is exclamation mark

    inverted ! is 2,3,5, 7, 8 is upside down exclamation mark

    Period is . is dot 3 

    Comma is , is dot 2 for comma

    question mark is ? is dot 2, 6 

    upside down question mark or inverted ? is 2,6,7

    Spanish Braille for Keyboard and JAWS

    Lower Case Letters

    á   (lower case a, acute accent)  =  Press Ctrl + ‘ (apostrophe), then the letter a
    é   (lower case e, acute accent)  =  Press Ctrl + ‘ (apostrophe), then the letter e
    í   (lower case i, acute accent)  =  Press Ctrl + ‘ (apostrophe), then the letter i
    ó   (lower case o, acute accent)  =  Press Ctrl + ‘ (apostrophe), then the letter o
    ú   (lower case u, acute accent)  =  Press Ctrl + ‘ (apostrophe), then the letter u
    ñ   (lower case n, tilde accent)  =  Press Ctrl + Shift + ~ (tilde), then the letter n
    ü   (lower case u, diaeresis accent)  =  Press Ctrl + Shift + : (colon), then the letter u

    Upper Case Letters

    Á   (upper case A, acute accent)  =  Press Ctrl + ‘ (apostrophe), then Shift + a
    É   (upper case E, acute accent)  =  Press Ctrl + ‘ (apostrophe), then Shift + e
    Í   (upper case I, acute accent)  =  Press Ctrl + ‘ (apostrophe), then Shift + i
    Ó   (upper case O, acute accent)  =  Press Ctrl + ‘ (apostrophe), then Shift + o
    Ú   (upper case U, acute accent)  =  Press Ctrl + ‘ (apostrophe), then Shift + u
    Ñ   (upper case N, tilde accent)  =  Press Ctrl + Shift + ~ (tilde), then Shift + n
    Ü   (upper case U, diaeresis accent)  =  Press Ctrl + Shift + : (colon), then Shift + u

    Punctuation Marks

    ¿   (inverted question mark)  =  Press Alt + Ctrl + Shift + ? (question mark)
    ¡   (inverted exclamation mark)  =  Press Alt + Ctrl + Shift + ! (exclamation mark)
    «   (opening angle quotation mark)  =  Press Ctrl + ` (grave accent), then Shift + < (less than symbol)
    »   (closing angle quotation mark)  =  Press Ctrl + ` (grave accent), then Shift + > (greater than symbol)

    Practice Spanish Braille with Braille Display or Keyboard

    Practice Perfect Touch Typing for accuracy as this helps tremendously with any language typing skills.

    Práctica: You can Use JAWS insert+4 on keyboard for any special symbol also

    ¿Qué hora es por favor, señor? 

    Soy de México.  

    !Mucho gusto, Marta! Hola.

    ¡Mucho gusto, Marta! Hola!

     ¿Qué hora es por favor, señor?

    ¿Qué hora es por favor, señor?

    Practice Conversational Spanish

    If you find your computer is working odd–here is a video on how to fix it then continue

    1. ¡Buenos días! ¡Hola! / Good morning!
    2. ¡Buenas tardes!  Good afternoon!
    3. ¡Buenas noches! Good evening! / Good night!
    4. ¡Hola! / ¡Chao!  ¡Hi! / Bye!
    5. Adiós.  Goodbye.
    6. Por favor.  Please.
    7. Hasta la vista / Hasta luego. See you / See you later.
    8. Hasta pronto. See you soon.
    9. Hasta mañana. See you tomorrow.
    10. (Muchas) Gracias. 
    11. Thank you (very much).
    12. De nada. You’re welcome.
    13. Bienvenidos  Welcome
    14. Lo siento  I’m sorry
    15. Con permiso / Perdón / Disculpe  Excuse me / Pardon me 
    16. ¡Vamos!  Let’s go!
    17. ¿Cómo está usted?  How are you? (formal) 
    18. ¿Cómo estás?  How are you? (informal)
    19. Insert+4 for eacute in
    20. ¿Qué tal?   How’s it going?
    21. Bien / Muy bien  Good / Very good
    22. Insert+4 for acute in Más below
    23. Mal / Muy mal / Más o menos  Bad / Very bad / OK
    24. Sí / No Yes / No
    25. ¿Cómo?
    26. ¿Cómo se llama usted? What is your name? (formal)
    27. ¿Cómo te llamas?  What is your name? (informal)
    28. Me llamo…  / Mi nombre es… My name is…
    29. Mucho gusto. / Encantado.  Nice to meet you.

    Immersion in Language

    Here is the sequence of learning in order to learn any language well:

    The time it takes to learn a new language, like Spanish, while living in a country where it is the only language spoken, depends on several factors. However, here are general timelines and considerations:

     1. Immersion Benefits

       Living in a Spanish-speaking country accelerates learning because you’re constantly exposed to the language in real-life situations like:

       Listening: Conversations, TV, radio, and announcements.

       Speaking: Daily interactions with locals, from shopping to asking for directions.

       Reading and Writing: Street signs, menus, newspapers, and more.

     2. Language Learning Proficiency Levels

       The Common European Framework of Reference for Languages (CEFR) breaks language learning into six levels:

       A1 (Beginner): Basic phrases and conversations (3–6 months).

       A2 (Elementary): Can understand simple texts and conversations (6–12 months).

       B1 (Intermediate): Hold conversations on familiar topics and function in everyday life (12–18 months).

       B2 (Upper Intermediate): Fluent in most situations, including work and travel (18 months–2 years).

       C1 (Advanced): Understand complex topics and engage in nuanced conversation (2–3 years).

       C2 (Proficient): Full mastery of the language, similar to a native speaker (3+ years).

    Factors that will Determine Speed

     3. Factors That Affect Learning Speed

       Motivation and Attitude: Strong motivation and a positive mindset can accelerate your progress.

       Practice Consistency: Daily practice, speaking, listening, and reading in Spanish speeds up learning.

       Prior Language Experience: If you’re already familiar with Romance languages (e.g., Italian or French), learning Spanish might be faster due to similarities in vocabulary and grammar.

       Formal Education: Taking classes, whether in person or online, and using language apps like Duolingo or Babbel can help structure your learning and improve your skills more quickly.

       Social Interaction: Making friends who are native speakers or joining local groups can enhance your conversational abilities.

     4. Realistic Expectations

       – For basic conversational fluency (A2-B1), expect about 6 months to 1 year of immersion if you’re dedicated and practicing regularly.

       – To reach an advanced level (C1), you might need 2 to 3 years of living and interacting in the language full-time.

     5. Cultural Immersion

       Your understanding of Spanish will deepen faster if you immerse yourself in the local culture, customs, and idiomatic expressions. Engaging in local activities, reading newspapers, and watching TV shows will all help you learn the language more organically.

     Summary:

       On average, 6 months to 1 year of immersion in a Spanish-speaking country should allow you to gain conversational fluency, with full mastery taking about 2–3 years, depending on your dedication and resources.

    Adult Learning Speed

    Sequence of learning for an adult

    For adults, learning a new language like Spanish while living in a country where it’s the only language spoken can still be highly effective, but several factors can influence the timeline. Here’s what an adult learner can expect:

     1. General Time frames for Adult Learners

       Conversational fluency (A2-B1 level): Typically achievable in 6 months to 1 year of immersion.

       Advanced proficiency (B2-C1 level): May take 1.5 to 2.5 years of consistent use and practice.

       Full fluency (C2 level): Can take 3 years or more, depending on factors like exposure, practice, and language complexity.

     2. Factors Affecting Adult Learning Speed

       Cognitive Flexibility: Adults tend to be more methodical learners than children, but they can sometimes struggle with retaining new vocabulary and adapting to different grammar structures.

       Prior Experience: If the adult already speaks a Romance language (like Italian or French), they will likely learn Spanish more quickly because of the structural similarities.

       Learning Environment: The more opportunities for immersion—such as interacting with native speakers, engaging in cultural activities, and using Spanish in daily tasks—the faster the progress.

       Language Learning Methods: Adults often benefit from a combination of formal learning (e.g., classes, tutors) and informal learning (e.g., conversations, media consumption).

       Motivation and Consistency: Adults with clear goals and regular practice (even just 30 minutes a day) tend to progress faster. Maintaining consistent practice is key to long-term retention.

    Challenges for Adult Learners

     3. Challenges for Adult Learners

       Accent and Pronunciation: Adults might find it harder to develop a native-like accent, though this doesn’t prevent them from becoming highly fluent.

       Work and Life Responsibilities: Adults often juggle work and personal responsibilities, which can limit the time available for focused language learning.

       Grammar: Grasping grammatical structures, verb conjugations, and nuances may take longer for adults compared to younger learners, who tend to absorb new patterns more intuitively.

     4. Accelerating Adult Learning

       Use Daily Immersion: Engage in conversations, read signs, watch TV shows, and use apps like Duolingo or Babbel to reinforce lessons in real-life situations.

       Structured Learning: Enroll in Spanish classes or hire a tutor to build a strong foundation in vocabulary and grammar.

       Use Technology: Utilize language-learning apps, podcasts, or online lessons. Watching Spanish media with subtitles can help you pick up common phrases and pronunciation.

       – Join Social Circles: Engage with locals, participate in group activities, and use Spanish in daily interactions. This practical experience will help reinforce what you’ve learned.

       – Set Realistic Goals: Adults benefit from having clear, incremental goals (e.g., mastering a certain level of vocabulary or holding a 10-minute conversation) to track progress and stay motivated.

    Adult Experience

     5. Common Experiences for Adults

       After 3-6 months, most adults can hold basic conversations, ask for directions, and manage daily interactions in Spanish.

       By 1 year, many can discuss familiar topics, navigate most social situations, and understand much of what they hear or read.

       Within 2 years, a dedicated adult learner can likely achieve strong conversational fluency and understand complex topics, though nuances and slang may still be challenging.

    Summary

    For an adult, achieving conversational fluency in Spanish typically takes 6 months to 1 year with immersion and regular practice. Advanced proficiency may take 1.5 to 2.5 years, while full fluency could require 3 years or more, depending on the learner’s background, motivation, and exposure to the language.

    Team Specialists to Train YOU

    Learn UEB Braille on your own

    Make sure to keep your display clean and learn to read Braille Fast

    Advance to UEB Math learning

    Dr. Robinson and her Team at TechVision have made a significant global impact via their Team Mission and Purpose. TechVision specializes in 1:1 remote instruction in education for the blind and visually impaired, serving individuals of all ages. We also train School Teams: transcribers, Teachers of the Blind and other School Personal and work with parents. Their expertise is delivered through personalized, real-time 1:1 remote instruction. This approach empowers students and clients to compete equally with their sighted peers in both education and work.

    Other Spanish Setup Lessons

    Braille Setup for Spanish

    Spanish Braille input output

    Spanish Braille with Jaws

  • Desmos graphing calculator with shaded Parabolas, screen reader, braille display and embosser

    Dr. Robinson demonstrates how to create and manipulate a parabola using the Desmos shaded parabolas using the graphing calculator. This process is specifically designed for blind and low vision students. She begins by typing an equation. Desmos automatically adds sliders, allowing the adjustment of the graph’s shape in real-time.

    As Dr. Robinson runs the equation, the parabola expands, resembling the curve of a ball in motion. She explains the importance of embossing the graph so students can physically feel its structure on the XY plane. This tactile approach helps students understand mathematical concepts more concretely.

    To enhance accessibility, Dr. Robinson uses the “Alt + T” command to activate the audio trace. This feature provides valuable auditory information about the graph. She also slows down the narration using “Control + Shift + Page Down,” ensuring clarity and comprehension.

    Next, Dr. Robinson shares the graph with her students using the “Insert + F5” command. She exports the graph as a Braille-ready image, making it accessible for students who rely on tactile feedback. After downloading the image, she opens it in a photo editor to enhance contrast. This step ensures that the lines are clearly defined for the student.

    Tiger Designer

    Dr. Robinson then pastes the edited image of Desmos shaded parabolas into Tiger Designer, a software used to prepare tactile graphics for printing(emboss). Using “Control + P,” she embosses the graph on her ViewPlus embosser, allowing students to feel the parabola and compare it with what their sighted peers see.

    This hands-on approach for STEM, ensures that blind students can fully participate in graphing activities. Dr. Robinson’s method integrates technology and tactile feedback, making math accessible and engaging. Through these steps, she empowers students to understand and interact with complex mathematical concepts. This demonstration showcases the effective use of Desmos and related tools to enhance learning for visually impaired students.

  • Hayes Learns Proper Word Setup for Accessible Math Using a Brailliant Braille Display

    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.

    Other Math Lessons

    Other Math Lessons:

    Transcribe Math Images

    Quadratic Math

    STEM with Embossing

    Perfect Digital Math

    JAWS and MathCat

    Unicode with UEB Math

    UEB Math with Jaws

    UEB LaTex math with Jaws

    Braille Math in WORD Editor-Multi-line

    Split Braille for Buffer Mode

    Braille Blaster

    More Desmos Lessons:

    Desmos 3D graphing

    for Geometry in Desmos

    for STEM and Embossing in Desmos

    Desmos and inserting graphs into Math Work in WORD

    Creating shaded Parabolas in Desmos

    Games with Desmos with Drag and Drop

    Drag n Drop in Macmillan Learning

    Creating Geometry Table

    Venn Diagram

    Solving inequalities

    Create Histogram

    Excel Trend line with Scatter Plot

    Other Excel Lessons that you can do in Sheets

    Flashcard Study

    Here is a younger student using the Braille Math Editor also.

  • Braille Math in Word with JAWS: Using a Braille Display to Easily Navigate Multi‑Line Math Problems

    Dr. Robinson demonstrates how to solve multi-line algebra problems using the Braille Math Editor (BME) in JAWS with a braille display. She explains that this method is effective for any multi-line mathematics problem, where isolating variables like x is essential. To start, Dr. Robinson reviews the equation by moving through the text using the up arrow key. She listens to the equation read aloud by JAWS and then enters the Braille Math Editor in Word. This setup is key for mastering Braille Math in Word.

    Specific Braille Commands to solve Multi-Line Algebra Problems

    Dr. Robinson uses specific braille commands to navigate and edit the math content. She mentions that the transcriber typically uses Alt + Equals to ensure the math is perfectly formatted for the student. She also highlights the importance of using a braille display in Word to solve Braille Math problems. It allows users to follow the dots more easily compared to relying solely on auditory cues from JAWS, enhancing the experience of doing Algebra in Braille Math in Word.

    BME in word with print in WORD and braille in virtual BME viewer as student brailles out math

    Input commas to separate lines

    As she progresses, Dr. Robinson inputs commas between steps to maintain clarity in the solution process. This practice enables her to review the steps effectively on the braille display. She demonstrates how to correct mistakes quickly using the arrow or router keys. Dr. Robinson explains the importance of using fraction marks and how specific commands help navigate fractions within BME in Word. Such details are part of mastering Braille Math in Word.

    Toward the end, Dr. Robinson checks her work by moving up and down the lines in the document. She quickly identifies a mistake, corrects it, and emphasizes how easy it is to make corrections with this setup. Dr. Robinson advises students considering a math career to invest in a braille display with at least 40 cells. For the best experience, she recommends choosing a display with 80 cells, especially when working on Braille Math in Word.

    In conclusion, Dr. Robinson effectively shows how to use the Braille Math Editor and JAWS to solve multi-line algebra problems. This method provides a clear and accessible way for blind students to engage in complex math tasks. It ensures both accuracy and efficiency in their work, showing the importance of mastering Braille Math in Word. Here is another student completing Math in the Braille Math Editor, then to advanced math in WORD to UEB Math.

    Other Math Lessons:

    Transcribe Math Images

    Quadratic Math

    STEM with Embossing

    Perfect Digital Math

    JAWS and MathCat

    Unicode with UEB Math

    UEB Math with Jaws

    UEB LaTex math with Jaws

    Desmos Lessons:

    Desmos 3D graphing

    for Geometry in Desmos

    for STEM and Embossing in Desmos

    Desmos and inserting graphs into Math Work in WORD

    Creating shaded Parabolas in Desmos

    Games with Desmos with Drag and Drop

    Drag n Drop in Macmillan Learning

    Creating Geometry Table

    More Video Lessons

  • Spanish Braille Setup with JAWS and a Focus Braille Display: How to Configure Any Language

    Dr. Robinson demonstrates how to set up a Spanish language profile in JAWS for a perfect JAWS Spanish language setup. This focuses on accessibility for Spanish-speaking students or students learning a 2nd language. She begins by explaining the differences in braille capitalization across regions. In European countries, dot six is used for capitals, while the U.S. and other areas use dots four and six. The braille display must output the text correctly in Word to ensure accurate reading.

    Dr. Robinson guides users through the JAWS settings and starts with inserting a language profile. She uses specific keyboard commands, such as “Insert 6,” to access the JAWS settings center. She emphasizes the importance of setting the default language to Spanish (Spain International). This ensures that the braille output is in Spanish Grade 1. After adjusting the settings, she double-checks everything in Word to confirm that the changes have held.

    Jaws Spanish language setup for braille and information on how to type it out in WORD

    Quickly Switch Between Language for Jaws Spanish Braille Setup

    Next, Dr. Robinson explains how to switch between languages. She advises setting up multiple language profiles. This allows quick toggling between them using commands like “Ctrl+Shift+Windows+L” or specific braille display commands. She ensures that the students can easily switch between English and Spanish, making their work seamless and efficient. See all JAWS Spanish language Setups and other lessons here.

    Throughout the setup, Dr. Robinson highlights the importance of using commands to add necessary braille dots for accurate translation. Adding dot eight ensures the correct representation of certain letters and punctuation marks. She demonstrates how to practice symbols and contractions on the braille display, ensuring students are comfortable with the layout.

    Dr. Robinson mentions that a practice sheet with all the necessary symbols and contractions are available on website. The website, yourtechvision.com, offers this resource to help students reinforce their learning. This resource helps students reinforce their learning and practice braille accurately. With this setup, students can work efficiently in Word using JAWS. They will perform tasks just like their peers with the help of a Focus 40 braille display. Then progress to using this in Google Classroom

    Other Spanish Lessons

    Braille Setup for Spanish

    Spanish Braille input output

    Spanish Braille with Jaws

    Switch Display Modes

  • Spanish Braille on a Braille Display Using JAWS: Input and Output Setup for Multilingual Users

    Setting up Spanish Braille using JAWS-enabled Braille display involves a few key steps. First, configure the Braille profile in JAWS by pressing Insert + 6 to open the settings center. Navigate to the Braille mode settings and select Spanish (Spain International) as the default language. This ensures the Braille output is in Spanish Grade 1. You can quickly switch between languages using Ctrl + Shift + Windows + L or specific Braille display commands. Additionally, practice using symbols and contractions on the Braille display to become comfortable with the layout. This setup allows visually impaired users to work efficiently in Spanish, ensuring accurate Braille representation and seamless integration with their tasks.

    Spanish Braille Display or keyboard Output/Input and special commands below

    Spanish braille with Jaws
    Image Spanish Braille with Jaws

    Spanish-Española 1. Jaws settings: Set up braille profile – insert 6 (ctrl shift D for default but after you complete these steps, open settings again, to make sure they hold for just Word settings) type “braille mode” down twice to hear it, F6, alt g to languages and setup your choices. 

    This lesson is Spain (international) Input and Output are Spanish Grade 1

    2. Tab to profile languages and set those up and enter to close Jaws settings

    3. Alt 8 to make sure dots 7,8 show on display-accept and close settings

    1. Set up Voice profile in Jaws-open context menu, options, voices, add a profile

    1. In Word-change voice quickly:  2 options: on keyboard- ctrl shift window L to change profile or on Focus -2,3,4,5,7, space to change languages)

    2. Insert+ctrl+S to change to Spanish profile or to other language

    3. G+7+space on Focus to computer braille (which will output Spanish grade 1)– capital is dot 7 under capital letter on display

    Práctica: 

    á 1,2,3,5,6   

    é 2,3,4,6   

    í 3,4 

    ó 3,4,6  

    ú 2,3,4,5,6  

    ü 1,2,5,6,8 

    ñ 1,2,4,5,6, 8  

    Punctuation for Spanish Braille using JAWS

    ! 2,3,5, 7 

    inverted ! is 2,3,5, 7, 8

    and

    . is dot 3 

    and

    , is dot 2 

    ? is dot 2, 6 

    inverted ? is 2,6,7

    on keyboard:

    Lower Case Letters

    á   (lower case a, acute accent)  =  Press Ctrl + ‘ (apostrophe), then the letter a
    é   (lower case e, acute accent)  =  Press Ctrl + ‘ (apostrophe), then the letter e
    í   (lower case i, acute accent)  =  Press Ctrl + ‘ (apostrophe), then the letter i
    ó   (lower case o, acute accent)  =  Press Ctrl + ‘ (apostrophe), then the letter o
    ú   (lower case u, acute accent)  =  Press Ctrl + ‘ (apostrophe), then the letter u
    ñ   (lower case n, tilde accent)  =  Press Ctrl + Shift + ~ (tilde), then the letter n
    ü   (lower case u, diaeresis accent)  =  Press Ctrl + Shift + : (colon), then the letter u

    Upper Case Letters

    Á   (upper case A, acute accent)  =  Press Ctrl + ‘ (apostrophe), then Shift + a
    É   (upper case E, acute accent)  =  Press Ctrl + ‘ (apostrophe), then Shift + e
    Í   (upper case I, acute accent)  =  Press Ctrl + ‘ (apostrophe), then Shift + i
    Ó   (upper case O, acute accent)  =  Press Ctrl + ‘ (apostrophe), then Shift + o
    Ú   (upper case U, acute accent)  =  Press Ctrl + ‘ (apostrophe), then Shift + u
    Ñ   (upper case N, tilde accent)  =  Press Ctrl + Shift + ~ (tilde), then Shift + n
    Ü   (upper case U, diaeresis accent)  =  Press Ctrl + Shift + : (colon), then Shift + u

    Punctuation Marks

    ¿   (inverted question mark)  =  Press Alt + Ctrl + Shift + ? (question mark)
    ¡   (inverted exclamation mark)  =  Press Alt + Ctrl + Shift + ! (exclamation mark)
    «   (opening angle quotation mark)  =  Press Ctrl + ` (grave accent), then Shift + < (less than symbol)
    »   (closing angle quotation mark)  =  Press Ctrl + ` (grave accent), then Shift + > (greater than symbol)

    Speaking/Writing Spanish

    Práctica: You can Use insert+4 for any special symbol also

    ¿Qué hora es por favor, señor? 

    Soy de México.  

    !Mucho gusto, Marta! Hola.

    ¡Mucho gusto, Marta! Hola!

     ¿Qué hora es por favor, señor?

    ¿Qué hora es por favor, señor?

    1. ¡Buenos días! ¡Hola! / Good morning!
    2. ¡Buenas tardes!  Good afternoon!
    3. ¡Buenas noches! Good evening! / Good night!
    4. ¡Hola! / ¡Chao!  Hi! / Bye!
    5. Adiós.  Good bye.
    6. Por favor.  Please.
    7. Hasta la vista / Hasta luego. See you / See you later.
    8. Hasta pronto. See you soon.
    9. Hasta mañana. See you tomorrow.
    10. (Muchas) Gracias. 
    11. Thank you (very much).
    12. De nada.You’re welcome.
    13. Bienvenidos  Welcome
    14. Lo siento  I’m sorry
    15. Con permiso / Perdón / Disculpe  Excuse me / Pardon me 
    16. ¡Vamos!  Let’s go!
    17. ¿Cómo está usted?  How are you? (formal) 
    18. ¿Cómo estás?  How are you? (informal)
    19. Insert+4 for eacute in
    20. ¿Qué tal?   How’s it going?
    21. Bien / Muy bien  Good / Very good
    22. Insert+4 for acute in Más below
    23. Mal / Muy mal / Más o menos  Bad / Very bad / OK
    24. Sí / No Yes / No
    25. ¿Cómo?
    26. ¿Cómo se llama usted? What is your name? (formal)
    27. ¿Cómo te llamas?  What is your name? (informal)
    28. Me llamo…  / Mi nombre es… My name is…
    29. Mucho gusto. / Encantado.  Nice to meet you.

    More Lessons at YouTube and YourTechVision WebSite

    Other Spanish Lessons

    Braille Setup for Spanish

    Spanish Braille input output

    Spanish Braille with Jaws

  • Special hands using braille display with screen reader

    Two Young ladies have Special hands using a braille display with screen reader. The Focus Braille Display, particularly the Focus 40 Blue 5th Generation, is a robust and portable device designed for visually impaired users. It features a durable aluminum and steel housing with bumpers to absorb shocks, making it ideal for everyday use.

    Kaleigh was born with very special hands. So, whether you have 10 fingers or 2 or 3, there is always an easy way to use a braille display to control your computer.

    Special hands can be part of your journey Many other lessons on the use of a braille display

    special hands on display
    special hands on display
    Totally control the computer with a braille display

    For Math Lessons on all subjects and YES even with limited fingers:

    Setup Computer and Screen Readers first

    Optimizing Windows 11 for Screen Reader Efficiency with Key Settings and Configurations

    MathCAT-set it up with NVDA or JAWS, UEB MATH or Nemeth with screen readers

    Hayes learns proper Word setup for Math with Math Editor and Jaws commands with brailliant display

    Setting up Braille Math editor in WORD to left justify and work in computer and contracted braille

    UEB Math Lessons Galore with JAWS or NVDA

    Digital UEB Math & Braille Math Editor in WORD with JAWS UEB Mode

    UEB Math using Braille Math and Word Math Editors with Jaws and split-braille-for-buffer-mode

    UEB Math with NVDA in WORD using unicode-LaTex or Braille -easy to advanced math

    Digital Math with UEB Math, NVDA completing Matrices in WORD Math Editor 365

    JAWS or UEB Math in WORD Math Editor-Unicode-LaTex Braille=learning easy to advanced math

    Quadratic Formulas with UEB Math or Nemeth and/or display with JAWS audio & MathCat

    Matrices in WORD Math Editor-Braille Math editor with Jaws using LaTex, auditory and/or Braille

    MathKicker. AI- Solutions to Math Issues

    Digital Quadratic Math with Jaws or NVDA in Mathkicker.ai – auditory and/or braille display

    Complete Advanced Math with LaTex to finish math fast using Mathkicker.AI, JAWS, NVDA and/or display

    Math & AI =Mathkicker.ai convert PDF math or any work into WORD docx.

    Perfect Digital Math at all levels using only audio or tactile Braille or both in Mathkicker.ai

    Math & AI is MathKicker.ai — convert to .docx from clipboard- make inaccessible accessible

    Mathkicker.ai-take an image of math and make it perfect Math in Word Math editor with screen reader

    Mathkicker.AI -change Math PDF to text in WORD Math editor in less than a minute with screen reader

    Graphing, Split Braille and More

    Transcribe Math into Word documents for blind students using Math editor, Jaws and a Braille Display

    Quadratic equation and how to fix math mistakes, braille math editor, Jaws in Word Math editor

    Braille Math in Word with editor, JAWS, braille display and ease for multi-line math problems

    Graphing Inequalities, functions and shading with Desmos and screen reader

    Create Geometry Shapes from Math Work in Desmos with screen reader

    Geometry in DESMOS graphing Calculator with screen reader

    Desmos graphing calculator with shaded Parabolas, screen reader, braille display and embosser

    Students with Math

    Braille Math editor Contracted out, computer in mode with Tay–most efficient

    Jaws Braille Math editor in Word by Aubrey

    Braille Math Editor in Word with Jaws, Focus Braille Display by Campbell

    More YouTube Channel solutions

    Let us know how we can help you: Contact US: TechVisionTraining@yourtechvision.com

  • Focus 40 Braille Display for Subtraction in IXL Math

    Navigating IXL with a screen reader like JAWS allows blind students to access educational content easily. Using specific keyboard commands enables quick access to various elements on the page. For example, pressing H moves between headings, helping students locate sections in lessons or practice activities. When working on subtraction exercises in Focus 40 IXL, pressing B navigates to buttons like “Submit” or “Check Answer,” allowing students to interact with controls smoothly.

    Another helpful command is Insert + F7, which opens a list of links on the page. This makes moving between sections, such as practice questions and feedback, more efficient. Students can also use F to quickly jump to answer boxes or search fields. To read questions or instructions, pressing Insert + Up Arrow reads the current line, while Ctrl + Down Arrow skips ahead to the next section when working on Focus 40 IXL subtraction.

    JAWS Navigation Commands

    By using these commands, students navigate IXL independently, completing exercises and reviewing answers efficiently. The screen reader provides real-time feedback, guiding students as they interact with IXL’s educational content related to subtraction problems. This empowers students to fully engage in their learning experience.

    Essential IXL keyboard commands for navigating with JAWS:

    1. Navigate headings: Press H to jump between headings, allowing you to quickly move through sections of the page during subtraction practice.
    2. Navigate links: Use Insert + F7 to bring up a list of all links, and then use the arrow keys to select the desired one.
    3. Move to next button: Press B to navigate through buttons on the screen, such as “Submit” or “Check Answer” while working on subtraction in Focus 40 IXL.
    4. Move to form fields: Use F to jump between input fields, such as answer boxes or search fields.
    5. Navigate by list: Press L to move through lists of questions or answer choices, ensuring efficient navigation during subtraction lessons.
    6. Read the current line: Press Insert + Up Arrow to read the current line, useful for verifying questions or feedback.
    7. Repeat the last spoken phrase: Use Insert + 5 on the numpad to repeat the last spoken message.
    8. Skip to the next section: Press Ctrl + Down Arrow to quickly skip paragraphs and reach the next section of text, which can be especially useful in Focus 40 IXL subtraction lessons.

    Focus Display Commands

    Navigating IXL subtraction math using the Focus 40 Braille Display and JAWS enhances accessibility for blind students. By combining keyboard commands and tactile feedback, students can efficiently work through subtraction problems. Solving subtraction on a display is also easier than just audio feedback. Pressing H on the keyboard or using the Router Keys on the Focus 40 allows them to jump between headings, locating sections like instructions or problem sets quickly.

    Taylin using Focus 40 Display with 1 finger on left hand and 2 knuckles on right hand
    Taylin using Focus 40 Display with 1 finger on left hand and 2 knuckles on right hand

    For Focus 40 IXL subtraction problems, students can use E for edit or the Cursor Routing Buttons to jump directly to the answer input fields. As they enter their responses, the Braille display provides real-time feedback, ensuring accuracy. Pressing Insert + Up Arrow or using the Braille Display’s Line Reading feature reads the current subtraction problem, helping students verify their work. To check answers or move to the next problem, they can press B to navigate to buttons like “Submit,” or use the Panning Buttons to scroll through the page.

    Focus 40 Braille Display with JAWS

    The Focus 40 Braille Display, paired with JAWS, offers students the tactile and auditory support they need to complete all math problems independently in IXL. This combination enhances their confidence and accuracy in solving subtraction problems.

    These JAWS commands allow smooth and efficient navigation on IXL, enhancing the learning experience for blind and visually impaired students.

    Other videos for special hands:

    Typing 77 words per minute

    Other typing speed

    Math with 3 Fingers using Braille Display

    Fixing Typing Echo on Display

  • Blind Student Doing Algebra in Word Using a Focus Braille Display and JAWS

    Using a Focus 40 Braille Display and JAWS, students can efficiently complete algebra assignments in Word, ensuring both speed and accuracy. They can navigate through documents, input mathematical symbols for their Algebra work, and graph equations using Desmos. The Braille Display provides tactile feedback while JAWS offers audio guidance, allowing students to efficiently edit, correct mistakes, and organize data into tables. With these tools, they can seamlessly complete algebraic tasks and submit their work via email, ensuring full participation in math activities.

    To complete algebra problems in Word using a Focus 40 Braille Display and JAWS, students should follow these steps for effective Algebra with Focus Display:

    FOCUS and JAWS Display Commands

    Using the Focus 40 Braille Display, Dr. Robinson demonstrates how to efficiently braille out algebra problems in Word.
    Using the Focus 40 Braille Display, Dr. Robinson demonstrates how to efficiently braille out algebra problems in Word.
    1. Set the Braille Display to Input Mode: Begin by pressing G.7 + Space to switch through the display modes. Set it to Input Mode for algebra.
    2. Navigate the Document: Use 1 + Space to move to the top of the document. To navigate the document, students press the left-side buttons for backward movement. They then use the right-pan buttons to move forward, ensuring smooth progress while working on Algebra with the Focus Display.
    3. Enter Algebraic Symbols: Students can easily type algebraic symbols, like Delta (Δ), by using the keyboard. After typing, copy the symbol using Shift + C to avoid repeating it manually later.
    4. Work with Mathematical Formulas: To type formulas like “Rise over Run” (Δy/Δx), use the keyboard to input characters. Make sure to add spaces around operations for clarity, especially when sharing with sighted peers. For example, input the formula as “Δy = 2” and “Δx = 3” with a the Focus Display and JAWS.
    5. Navigate Through Graphing: To access graph, students can use the rocker bars or 1 + Space for upward navigation and 4 + Space for downward movement.
    6. Input Values into Desmos: After entering algebraic equations, students can switch to Desmos by pressing Shift + 4 + 5 (Alt + Tab equivalent). They can then input values and trace graphs using the Alt + T command for audio tracing.
    7. Copy and Paste Graphs: Once the graph is complete in Desmos, use Alt + Print Screen to capture the graph. Paste it into Word with Shift + V for documentation.
    8. Submit the Assignment: When the algebra problem is finished, the student can email the document by navigating to File using Alt + F and attaching it in Outlook. Then open Outlook, use F9 to quickly send the email once Outlook is open.

    These steps help students efficiently solve algebra problems in Word while using their Braille Display for input. Additionally, students can smoothly navigate Desmos for graphing, enhancing their algebra skills with the Focus 40 Display

    Enable Students to Efficiently complete Algebra with Focus Display

    1. Using Tables for Data: If the algebra assignment involves creating tables, students can use Alt + N to insert a table. On the Braille Display, press 6 + 8 + Space to activate the Alt command and navigate to the Table option. Once a table is created, pressing Tab will move between cells, and 4 + 5 + Space adds more rows as needed, making tables part of their Algebra workflow using a Focus Display.
    2. Auto-fitting Tables: To ensure tables fit content properly, use Alt + J + L to access the layout options. Select AutoFit Contents to adjust the table size automatically. This helps in organizing the data neatly for submission in Algebra with Focus Display assignments.
    3. Editing and Correcting Mistakes: If a student makes an error, they can use 3 + Space on the Braille Display to move by character and correct the mistake. Use Shift + 6 + 7 + Space to select the incorrect portion and retype it. The Braille Display’s tactile feedback helps ensure precision when editing formulas.
    4. Reviewing the Work: To review algebra problems, students can move back through the document using 1 + 4 + Space to navigate line by line. Press Insert + Up Arrow to have JAWS read back the current line, ensuring that everything is correct before submission.
    5. Final Submission Process: Once the assignment is complete, the student can go to Alt + F to access the File menu. Choose Share. From there, they can attach the document directly in an email. Using F9 forces Outlook to send the email quickly. Make sure their work is submitted on time, thereby completing their Algebra with Focus Display workflow.

    More Lessons for Math

    By following this step-by-step guide, students can efficiently complete algebra problems using the Focus 40 Braille Display, JAWS, and Word. The tactile feedback from the display, combined with JAWS’ audio guidance, enhances both speed and accuracy. This combination helps students solve math problems, graph equations, and organize data effectively. When using the Focus Display, students experience seamless transitions between tasks, ensuring smooth navigation throughout their algebra assignments.

  • Advanced Accessible Math: MathType and LaTeX in Word Using JAWS and a Focus Braille Display with Professor Betsey

    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
    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.

    Other Math Lessons

    Hayes learns proper Word setup for Math with Math Editor and Jaws commands with brailliant display

    Setting up Braille Math editor in WORD to left justify and work in computer and contracted braille

    UEB Math Lessons Galore with JAWS or NVDA

    Digital UEB Math & Braille Math Editor in WORD with JAWS UEB Mode

    UEB Math using Braille Math and Word Math Editors with Jaws and split-braille-for-buffer-mode

    UEB Math with NVDA in WORD using unicode-LaTex or Braille -easy to advanced math

    Digital Math with UEB Math, NVDA completing Matrices in WORD Math Editor 365

    JAWS or UEB Math in WORD Math Editor-Unicode-LaTex Braille=learning easy to advanced math

    Quadratic Formulas with UEB Math or Nemeth and/or display with JAWS audio & MathCat

    Matrices in WORD Math Editor-Braille Math editor with Jaws using LaTex, auditory and/or Braille

    MathKicker. AI- Solutions to Math Issues

    Digital Quadratic Math with Jaws or NVDA in Mathkicker.ai – auditory and/or braille display

    Complete Advanced Math with LaTex to finish math fast using Mathkicker.AI, JAWS, NVDA and/or display

    Math & AI =Mathkicker.ai convert PDF math or any work into WORD docx.

    Perfect Digital Math at all levels using only audio or tactile Braille or both in Mathkicker.ai

    Math & AI is MathKicker.ai — convert to .docx from clipboard- make inaccessible accessible

    Mathkicker.ai-take an image of math and make it perfect Math in Word Math editor with screen reader

    Mathkicker.AI -change Math PDF to text in WORD Math editor in less than a minute with screen reader

    Graphing, Split Braille and More

    Transcribe Math into Word documents for blind students using Math editor, Jaws and a Braille Display

    Quadratic equation and how to fix math mistakes, braille math editor, Jaws in Word Math editor

    Braille Math in Word with editor, JAWS, braille display and ease for multi-line math problems

    Graphing Inequalities, functions and shading with Desmos and screen reader

    Create Geometry Shapes from Math Work in Desmos with screen reader

    Geometry in DESMOS graphing Calculator with screen reader

    Desmos graphing calculator with shaded Parabolas, screen reader, braille display and embosser

    Students with Math

    Braille Math editor Contracted out, computer in mode with Tay–most efficient

    Jaws Braille Math editor in Word by Aubrey

    Braille Math Editor in Word with Jaws, Focus Braille Display by Campbell

    How to Get a Job

    How to Stop Cheating

    And Even 3 fingers can do all of these lessons

    And start with IXL on a display

  • Miss Aubrey Learns to Work on a Braille Display and Computer

    Years ago, Aubrey was just learning how to learn remotely. Dr Robinson lived close by so was able to come over in person to help her with skills and hand under hand and hand over hand as needed to learn position of fingers. A major part of her lessons is to learn to do work on braille display and computer with keyboard shortcuts. This video is her just learning how to do math in WORD.

    To answer a Zoom call using keyboard shortcuts when on a braille display and computer, you can use the following:

    These shortcuts help you manage calls efficiently without needing to use a mouse. A braille display and computer can make these tasks smoother.

    Here are some additional keyboard shortcuts that Aubrey learned to enhance her navigation and accessibility experience:

    General Web Navigation on braille display and computer

    • Ctrl + L or Alt + D: Focus on the address bar.
    • Ctrl + T: Open a new tab when using a braille display and/or computer.
    • Ctrl + W: Close the current tab.
    • Ctrl + Shift + T: Reopen the last closed tab.
    • Ctrl + Tab: Switch to the next tab.
    • Ctrl + Shift + Tab: Switch to the previous tab.
    • Ctrl + R or F5: Refresh the current page.
    • Ctrl + F: Open the find bar to search within the page on your braille display and computer setup.

    Screen Reader Specific

    • Insert + F7: Open the links list in JAWS.
    • Insert + F6: Open the headings list in JAWS.
    • Insert + Down Arrow: Start reading continuously from the current position in JAWS.
    • Ctrl + Alt + Arrow Keys: Navigate by character, word, or line in NVDA for better synchronization with your braille display and computer.
    Aubrey using braille display and computer to learn how to complete math in WORD
    Aubrey using braille display and computer, to learn how to complete math in WORD

    Windows Accessibility commands for display and computer

    • Windows Key + U: Open the Ease of Access Center.
    • Windows Key + Plus (+): Turn on Magnifier and zoom in.
    • Windows Key + Minus (-): Zoom out with Magnifier.
    • Windows Key + Ctrl + N: Open Narrator settings.
    • Windows Key + Ctrl + O: Turn on the On-Screen Keyboard.

    Text Editing

    • Ctrl + C: Copy selected text.
    • Ctrl + X: Cut selected text.
    • Ctrl + V: Paste copied or cut text.
    • Ctrl + Z: Undo the last action.
    • Ctrl + Y: Redo the last undone action.

    These shortcuts can help you navigate more efficiently and make your web browsing and computer use more accessible. If you need more specific shortcuts or have other questions, feel free to ask!

  • Using Focus 40 Braille Display to do Math Work in Word with Jaws

    Using Focus 40 Braille Display to do Math Work in Word with Jaws, Kim demonstrates commands in WORD using FOCUS 40 Braille display exclusively. She can control her computer and complete her math work in WORD with just the display.

    Here are some essential commands for using the Focus 40 Braille Display to do math in Microsoft Word:

    Basic Navigation to braille Math Work in WORD

    • Move to the next word: Dot 5 + Dot 6 + Space
    • Move to the previous word: Dot 2 + Dot 3 + Space
    • Move to the next line: Dot 4 + Dot 5 + Space
    • Move to the previous line: Dot 1 + Dot 2 + Space

    Selecting Text with Focus 40 Braille Display

    • Select a word: Dot 5 + Dot 6 + Space + Dot 7
    • Select a line: Dot 4 + Dot 5 + Space + Dot 7

    Math Commands using Focus 40 Braille Display

    • Insert an equation: Alt + = (use the Braille display to type Alt + =)
    • Navigate within an equation: Use the same navigation commands as above to move through the equation.

    Editing and Formatting for Math Work in Word

    • Bold text: Ctrl + B (use the Braille display to type Ctrl + B)
    • Italicize text: Ctrl + I
    • Underline text: Ctrl + U
    Kim using the Focus 40 Display for math
    Kim using the Focus 40 Display for math

    Using JAWS with Math

    • Read the current equation: Insert + 5
    • Move to the next equation: Ctrl + Alt + Right Arrow
    • Move to the previous equation: Ctrl + Alt + Left Arrow

    These commands will help you efficiently navigate, select, and edit mathematical content in Word using the Focus 40 Braille Display.

    Calculator commands: with JAWS

    Basic Navigation

    • Read the current display: Insert + Up Arrow
    • Read the previous calculation: Insert + Shift + Up Arrow
    • Move to the next button: Tab
    • Move to the previous button: Shift + Tab

    Performing Calculations in Windows Calculator

    • Clear entry: Delete
    • Clear all: Esc
    • Equals: Enter

    Memory Functions

    • Store in memory: Ctrl + M
    • Recall from memory: Ctrl + R
    • Clear memory: Ctrl + L
    • Add to memory: Ctrl + P
    • Subtract from memory: Ctrl + Q

    These commands will help you efficiently navigate and perform calculations using the Windows Calculator with JAWS12.

  • Teaching a Guardian to Set Up a Computer with a Braille Display for a Blind Child

    Teaching a guardian or parent to set up a computer with a braille display for their blind child is key to supporting the child’s learning and independence. In this video on teaching guardian computer setup, you’ll see me, Dr. Denise, working with the child’s guardian as I explain how to set up the technology and guide her on how to assist her granddaughter. When guardians understand how the technology works, they can help their child access school materials and keep up with their classmates. This not only makes learning easier for the child but also equips the guardian with the tools to actively support their education at home, creating a positive and inclusive environment for the child’s growth.

    Teaching a guardian how to set up a computer with a braille display for their blind child provides many benefits. Here are the key advantages:

    Teaching Guardian Computer Setup Reasons

    1. Increased Independence: When a guardian knows how to use the technology, this enables more independence. The child can access learning materials, without always needing help.
    2. Consistent Learning: A properly set up computer with a braille display ensures the child has the needed tools.
    3. Empowerment for Guardians: When guardians understand the technology, they feel more confident in helping their child. This allows them to play a bigger role in their child’s progress.
    4. Better Communication: A braille display allows the child to share schoolwork. This makes it easier for the child to keep up with assignments.
    5. Building Future Skills: Learning to set up and use a computer with a display teaches the child life skills. Guardians who know the technology can guide their child in mastering these tools.
    6. Access Anytime, Anywhere: Knowing how to set up and fix the technology allows the child to access learning materials at home. This removes barriers to their education.

    Teaching tech skills gives the child a strong support system at home. It helps them achieve greater independence and success in learning. More on YouTube

  • Connect Focus 40 braille display to Jaws

    Connecting a Focus Braille Display to a computer using JAWS screen reader enhances accessibility for blind and visually impaired users. The process of connecting a Connect Focus 40 Braille display allows users to interact with digital content through tactile feedback, improving independence and productivity. By following a few simple steps, you can seamlessly connect the Braille display via USB or Bluetooth and configure it in JAWS for optimal use. This guide provides an easy-to-follow approach for setting up your Focus Braille Display and ensuring smooth integration with JAWS.

    Here are the steps to connect a Focus Braille Display to your computer using JAWS screen reader:

    Connect Focus 40 Braille Display or other displays

    1. Power on the Focus Braille Display

    Ensure the Focus Braille Display is fully charged and powered on before connecting.

    1. Connect the Display to the Computer

    Use either USB or Bluetooth to connect the Focus Braille Display to your computer.

    For USB: Plug the USB cable into both the Braille display and the computer.

    For Bluetooth: Enable your computer’s Bluetooth and pair the Focus display in the Bluetooth settings.

    1. Enable Braille in JAWS

    Open JAWS by pressing Insert + J. Then, press Alt + O to open the Options menu.

    Press B to select Braille or use the arrow keys to navigate, then press Enter.

    1. Select the Braille Display

    In the Braille settings window, ensure the “Focus” display is selected under the Default Braille Display dropdown.

    If it’s not selected, use the arrow keys to choose “Focus” or manually type the model of the Braille display.

    1. Check Braille Display Connection

    After selecting the correct display, click OK or press Enter to confirm the connection.

    JAWS should now detect the Focus Braille Display. Braille output should appear, and the display keys will control JAWS.

    1. Configure Settings (Optional)

    To further customize settings like verbosity and Braille output, go to Braille options via Insert + J, Alt + O, and B.

    1. Test the Connection

    Use JAWS commands on your keyboard or the Focus Braille Display keys to navigate.

    If the connection works, the Braille display will respond to the text output from the computer.

    By following these steps, you should successfully connect your Focus Braille Display to a computer using JAWS.

    Braille Display and Other Lessons

    Quadratic Formulas with UEB Math or Nemeth and/or display with JAWS audio & MathCat

    Complete Advanced Math with LaTex to finish math fast using Mathkicker.AI, JAWS, NVDA and/or display

    Transcribe Math into Word documents for blind students using Math editor, Jaws and a Braille Display

    Track Changes with Commands-inserting comments and editing work

    Essential WORD keyboard commands for setting defaults

    Excel line plot graph-copy to Word for Math

    Complete an excel graph and copy into Word document with screen reader

    Basic WORD JAWS commands with Typing Trick

    Rebuild Microsoft Word Template when it is not working well

    Other Focus Display lessons

  • Switch Focus Braille Display Modes Quickly

    Dr. Robinson explains the three toggles to Switch Focus Braille Modes quickly on your Braille display. One toggle puts you into Braille mode for all Braille tasks. Another toggle switches to computer braille which inputs direct Nemeth code for math. The third toggle is for computer in and contracted out for either Nemeth or UEB math.

    Access Jaws settings to set up Focus Braille Mode Options

    First, press Insert + 6 to check your settings. Type “braille m” and down arrow to “Braille mode.” You can access options one by one with arrow keys or press F6 to jump to structured then Alt+T to jump to output. Press down arrow to UEB Grade 2 then tab to input and c to computer braille first to uncheck the box that says “Show current word in computer Braille”. Shift tab back up to input and choose UEB for both input and output. You can have other options also but this is what used here.

    Tab through back to For structured Braille mode, check “Active cursor follows Braille cursor” and “Braille cursor follows active cursor.” These settings help beginners, especially when working with sighted personnel learning Braille to following along visually for instructor. Always have a certified Braille instructor (TVI) to teach reading and writing Braille correctly.

    Always press Alt + A to apply settings before exiting. However, if you do not like the extra information at the start of your display, shift tab back to search in settings and type status and enter. Down arrow to status and F6 and down to right (to place status on the right of display) and down to none and apply that and close. When you first turn on your Braille display, the status characters may be confusing to young learners. Additional Braille Display Lessons here.

    Focus Braille Display Image with Button options

    switch Focus display modes quickly on display
    Switch Focus Braille display modes quickly on display

    For advanced users, status dots help in tables and other navigation. Beginners should start with “none.” Press Alt + A to apply changes, then enter to close. The Braille display functions like a Braille writer. Keys 1 2 3 are on the left, and keys 4 5 6 are on the right with space in between the left and right side. The left pinky key is backspace, which changes to dot 7, and the right pinky is enter or dot 8 in combination with other keys.

    More Videos Lessons

  • Cleaning the Focus Braille Display and Running Diagnostics

    Before you begin, remember when you are using your devices to maintain upright posture to protect your spine and neck. So, regularly cleaning the Focus 40 Braille Display and running diagnostics is crucial for maintaining its performance and longevity. Dust, dirt, and oils from your hands can accumulate on the Braille cells, potentially causing malfunctions or reducing the tactile quality of the display. By keeping the Braille cells clean, you ensure that the device remains responsive and accurate. Running diagnostics helps identify any issues early, allowing for timely repairs and preventing more significant problems down the line. This proactive maintenance not only extends the life of your device but also ensures a reliable and efficient user experience12.

    Here are the steps to clean the Focus 40 Braille Display and run diagnostics:

    Cleaning the Focus 40 Braille Display

    1. Turn Off the Device: Ensure the Focus 40 Braille Display is turned off and unplugged.
    2. Prepare Cleaning Materials: Use a soft, lint-free cloth dampened with water or isopropyl alcohol. Avoid using harsh chemicals.
    3. Clean the Braille Cells: Hold the device upside down or at a downward angle. Gently wipe the raised Braille dots with the dampened cloth, ensuring all dots are cleaned. Use as much of the cloth’s surface area as necessary to avoid spreading dirt1.
    4. Dry the Device: Allow the device to air dry completely before turning it back on.
    5. Try it out and if you need training on reading as fast as you can on the display, let us know.

    Running Diagnostics

    1. Turn On the Device: Power on the Focus 40 Braille Display.
    2. Enter Diagnostic Mode: Press and hold the Menu button while turning on the device. Continue holding the button until the device enters diagnostic mode.
    3. Run Tests: Use the navigation keys to select and run various diagnostic tests, such as checking the Braille cells, buttons, and connectivity.
    4. Review Results: Follow the on-screen instructions provided by the diagnostic mode to review the results and identify any issues2.
    Cleaning the Focus 40 Braille Display and running diagnostics
    Cleaning the Focus 40 Braille Display and running diagnostics

    Regular cleaning and diagnostics help maintain the performance and longevity of your Focus 40 Braille Display, ensuring it remains responsive and reliable.

    Here is a video to demonstrate braille reading speed

  • Real-Time Access for Blind Students | JAWS, Braille & Assistive Technology

    Real time access
    Real time access for Blind Students

    Access is Inclusion.

    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.

    Real-Time Access. Real-Time Learning.

    Contact us Now for your evaluation:  TechVisionTraining@yourtechvision.com

  • Best Braille Watches for Blind Users

    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: 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
    Braille watch options


    • 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.

  • JAWS UEB/Nemeth Settings + Accessible Math in Word & Braille Editor

    JAWS UEB/Nemeth Settings-Word and Braille Math Editor
    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)

    Insert math symbols using LaTeX shortcuts

    • \pi + Space → π
    • \alpha + Space → α
    • \neq + Space → ≠
    • \le + Space → ≤
    • \ge + Space → ≥
    • \div for divide
    • \times for times
    • \sqrt for square root

    (Word’s Math Editor accepts most LaTeX commands-check out list in link.)

    Navigate inside structures

    • Right Arrow → move to next placeholder
    • Left Arrow → move back
    • Ctrl + Right Arrow → jump out of a structure
    • Ctrl + Left Arrow → jump into previous structure
    • To read the braille the easiest–OPEN BME

    BRAILLE MATH EDITOR (BME) — Command Sequence (JAWS + Keyboard)

    Open the Braille Math Editor

    • Press Alt + Shift + =
      (This opens the BME window for UEB contracted math input.)

    Choose UEB or Nemeth

    Inside BME:

    • Press Alt + M → opens Math Code menu
    • Press U → UEB Math
    • Press N → Nemeth Math

    (You can teach students to confirm the code before typing.)

    Enter math using braille input

    • Type using six‑key entry on the braille display or keyboard
    • Use Space to confirm symbols
    • Use Backspace to correct braille cells

    Navigate inside the math expression

    • Left Arrow → move left
    • Right Arrow → move right
    • Ctrl + Left Arrow → jump to previous element
    • Ctrl + Right Arrow → jump to next element

    Insert common structures

    • Fraction → dots 3‑4 then 3‑4 (opening and closing fraction indicators)
    • Superscript → dot 5
    • Subscript → dot 2
    • Square root → dots 1‑2‑3‑5
    • Parentheses → dots 1‑2‑6 and 3‑5‑6

    (These follow UEB math rules; Nemeth uses different indicators.)

    Send math back to Word

    • Press Alt + S → Save and return to Word
    • The math appears in the document as a fully formatted math object

    Exit without saving

    • Press Alt + F4
    • Choose No if you don’t want to insert the math

  • Digital Math in WORD and Braille Math Editor for Nemeth or UEB Input/Output via MathCat with JAWS or NVDA

    Digital Math in WORD and Braille Math Editor for Nemeth or UEB Input/Output via MathCat with JAWS or NVDA. This lesson empowers you to learn skills for teaching yourself and others Nemeth or UEB math. By incorporating Math AI, you can transform inaccessible math images into usable formats in just seconds, significantly speeding up the learning process compared to transcribing character by character. While the video covers some essential skills, the following links provide comprehensive lesson details from the Digital Math in WORD Video.

    MathCat with JAWS or NVDA

    Learning how to teach or learn Nemeth math using assistive technology can seem challenging, but with the right tools and approach, it becomes manageable and effective. Whether you’re a parent helping your child, an educator supporting students, or an independent learner, using a Focus 40 Braille Display and JAWS screen reader provides an accessible way to master Nemeth code. In this guide, I will walk you through setting up your technology and using the Braille Math Editor to confidently teach and learn math concepts from basic arithmetic to advanced algebra. Let’s simplify the process and enhance your skills.

    Setup your computer to work the best with Screen readers and Digital Math in WORD

    Before beginning the challenge of learning Nemeth or UEB with screen readers, make sure you Optimize your Windows 11 computer for Efficiency with Screen Readers with Key Settings and Configurations. Optimizing Windows 11 Efficiency for Screen Reader with Key Settings and Configurations takes an hour most often 2 or so to complete. Longer if you are new to screen reader and how Windows 11 works. It is different than other OS systems so give yourself grace as you learn all there is to know about this system. As you move through your keyboard and discover you would like a particular key somewhere, like the applications key, you can remap a key to create that yourself. AND, you MUST have Local Admin on School Computers.

    Mathkicker.AI

    Mathkicker for digital math access with Jaws or NVDA
    Mathkicker for digital math access with Jaws or NVDA-Login Page

    Making inaccessible Math images into accessible math is easily done with Mathkicker.AI. With this full demonstration of Digital Quadratic Math with Jaws or NVDA in Mathkicker.ai – auditory and/or braille display. More importantly, is finishing work quickly with Mathkicker.AI in completing advanced mathematics such as Matrices with a quick command of Alt M and typing in the size of the matrix that is needed.

    Mathkicker editor with Jaws or NVDA and display for math access
    Mathkicker editor with Jaws or NVDA and display for math access

    Continue advancing your math skills with Desmos Graphing Calculator and creating all shapes but we focus on Geometry. You learn how to create graphs with solid or dotted lines with color and more. Find the steps you need to compete with your peers in this video. More Mathkicker lessons to show you the ease of completing math quickly to hand into teachers.

    These lessons and anything you need can be added to your School’s Professional Development Days.

    UEB Math Lessons to continue to add to your Learning

    Teach or Learn UEB Math with JAWS and Braille Display

    UEB Math Lessons Galore with AI

    Desmos Graphing Calculator

    Creating Geometry Tables in Desmos from WORK

    Geometry in DESMOS graphing Calculator with screen reader

    STEM: Desmos with JAWS and Embossing

    Use Desmos graphing calculator to emboss graphs & insert Graphs into Math Work for teacher

    3D graphing calculator with screen reader commands in Desmos

    Desmos graphing calculator with shaded Parabolas, screen reader, braille display and embosser

    Drag and Drop with Desmos using graphing games with JAWS

    Desmos Graphing Calculator: Creating and Exporting Graphs

  • Nemeth or UEB via MathCat: Math Access in WORD and Braille Math Editor with JAWS or NVDA

    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

    Video Lessons from this Post:

    Optimizing Windows 11 Efficiency for Screen Reader with Key Settings and Configurations

    UEB (or Nemeth) Math with Braille Math Editor -You can read 2 lines of math on a Braille Display using Nemeth or UEB via MathCat

    Making Inaccessible Accessible WITH Quadratic Math Formulas

    Matrices in WORD with NVDA or Jaws-LaTex or Braille on Display

    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

    Geometry and Graphing in Desmos

    Geometry-” Drawing” shapes in Desmos

    Digital Math in WORD and Braille Math Editor for Nemeth or UEB Input/Output via MathCat with JAWS or NVDA with pictures of a calculus problem
    Digital Math in WORD and Braille Math Editor for Nemeth or UEB Input/Output via MathCat with JAWS or NVDA with a picture of a calculus problem

    Other Digital access Math Lesson

    Digital Math with UEB, NVDA completing Matrices in WORD

    UEB Math with NVDA in WORD using unicode-LaTex or Braille 

    UEB Math Lessons Galore with AI

  • Trigonometry with Math Editor: LaTex or Braille, JAWS or NVDA

    To enter college, you need a foundation in Algebra and Geometry. For STEM fields, add Calculus and Trigonometry. Trigonometry studies the relationships between angles and sides of triangles. With tools like Trigonometry with Math Editor, Braille Math Editor and screen readers, you can easily explore these relationships. It uses sine, cosine, and tangent functions to relate angles to side lengths. These functions are essential in physics, engineering, and astronomy. They help solve problems involving distances and angles. For example, trigonometry determines the height of a building or the distance across a river without direct measurement.

    Trigonometry provides tools to model and solve problems involving angles and distances. It is fundamental to mathematics and its applications.

    Going to College

    If you go into STEM field IN college, you need advanced classes in but not limited to college algebra, trigonometry and calculus. When you are a screen reader and Braille user, these skills will allow you the options and opportunities to complete work as sighted peers.

    Let’s talk about: Trigonometry which is a branch of mathematics that studies the relationships between the angles and sides of triangles

    right triangle for Trigonometry with math editor
    Right triangle for Trigonometry with math editor

    You can copy this content and paste into WORD OFFICE 365. Make sure you select Math 1 at a time and alt = to turn into true math. Then you can Ctrl = to change to professional or keep the LaTex then enter and braille it in again using Nemeth or UEB Math or practice LaTex.

    Problem 1: Finding the Length of a Side

    Given: A right triangle with one angle of 30° and the hypotenuse of 10 units.
    Find: The length of the side opposite the 30° angle.

    Solution:

    1. Use the sine function:
      • \sin(30°) = \frac{\text{opposite}}{\text{hypotenuse}}sin(30°)=hypotenuseopposite​
    1. Substitute the known values: \sin(30°) = \frac{x}{10}sin(30°)=10x
    1. Since: \sin(30°) = 0.5sin(30°)=0.5

    Then we have: 0.5 = \frac{x}{10}0.5=10x​

    1. Solve for (x):

    x = 10 \times 0.5 = 5x=10×0.5=5

    Problem 2: Finding an Angle

    Given: A right triangle with sides of 5 units (adjacent) and 12 units (opposite).
    Find: The angle opposite the 12-unit side.

    Solution:

    1. Use the tangent function:

    \tan(\theta) = \frac{\text{opposite}}{\text{adjacent}}tan(θ)=adjacentopposite​

    1. Substitute the known values:

    \tan(\theta) = \frac{12}{5}tan(θ)=512​

    1. Use the inverse tangent function:

    \theta = \tan^{-1}\left(\frac{12}{5}\right)θ=tan−1(512​)

    1. Calculate the angle:

    \theta \approx 67.38°θ≈67.38°

    Problem 3: Finding the Hypotenuse

    Given: A right triangle with legs of 6 units and 8 units.
    Find: The hypotenuse.

    Solution:

    1. Use the Pythagorean theorem: c^2 = a^2 + b^2c2=a2+b2
    1. Substitute the known values: c^2 = 6^2 + 8^2c2=62+82
    1. Calculate: c^2 = 36 + 64 = 100c2=36+64=100
    1. Solve for (c):

    c = \sqrt{100} = 10c=100​=10

    Problem 4: Finding a Side Using Cosine

    Given: A right triangle with one angle of 45° and an adjacent side of 7 units.
    Find: The hypotenuse.

    Solution:

    1. Use the cosine function:

    \cos(45°) = \frac{\text{adjacent}}{\text{hypotenuse}}cos(45°)=hypotenuseadjacent​

    1. Substitute the known values: \cos(45°) = \frac{7}{x}cos(45°)=x7​
    1. Since: \cos(45°) = \frac{\sqrt{2}}{2}cos(45°)=22​​

    Then we have: \frac{\sqrt{2}}{2} = \frac{7}{x}22​​=x7​

    1. Solve for (x):

    x = \frac{7 \times 2}{\sqrt{2}} = 7\sqrt{2} \approx 9.9x=2​7×2​=72​≈9.9

    Problem 5: Finding an Angle Using Sine

    Given: A right triangle with a hypotenuse of 13 units and an opposite side of 5 units.
    Find: The angle opposite the 5-unit side.

    Solution:

    1. Use the sine function:

    \sin(\theta) = \frac{\text{opposite}}{\text{hypotenuse}}sin(θ)=hypotenuseopposite​

    1. Substitute the known values:

    \sin(\theta) = \frac{5}{13}sin(θ)=135​

    1. Use the inverse sine function:

    \theta = \sin^{-1}\left(\frac{5}{13}\right)θ=sin−1(135​)

    1. Calculate the angle:

    \theta \approx 22.62°θ≈22.62°

    These lessons and anything you need can be added to your School’s Professional Development Days.

    Nemeth or UEB via MathCat: Math Access in WORD and Braille Math Editor with JAWS or NVDA-series of 8 videos to show options

    Digital UEB Math & Braille Math Editor in WORD with JAWS UEB Mode

    UEB Math using Braille Math and Word Math Editors with Jaws and split-braille-for-buffer-mode

    UEB Math with NVDA in WORD using unicode-LaTex or Braille -easy to advanced math

    Digital Math with UEB Math, NVDA completing Matrices in WORD Math Editor 365

    JAWS or UEB Math in WORD Math Editor-Unicode-LaTex Braille=learning easy to advanced math

    Quadratic Formulas with UEB Math or Nemeth and/or display with JAWS audio & MathCat

    Matrices in WORD Math Editor-Braille Math editor with Jaws using LaTex, auditory and/or Braille

    AI APP for Math with screen readers

    Digital Quadratic Math with Jaws or NVDA in Mathkicker.ai – auditory and/or braille display

    Complete Advanced Math with LaTex to finish math fast using Mathkicker.AI, JAWS, NVDA and/or display

    Math & AI =Mathkicker.ai convert PDF math or any work into WORD docx.

    Perfect Digital Math at all levels using only audio or tactile Braille or both in Mathkicker.ai

    Math & AI is MathKicker.ai — convert to .docx from clipboard- make inaccessible accessible

    Mathkicker.ai-take an image of math and make it perfect Math in Word Math editor with screen reader

    Mathkicker.AI -change Math PDF to text in WORD Math editor in less than a minute with screen reader

  • UEB Math using Braille Math and Word Math Editors with Jaws and split-braille-for-buffer-mode

    UEB Math using Braille Math and Word Math Editors with Jaws and split-braille-for-buffer-mode

    In this tutorial, Dr. Denise M. Robinson shows how to use JAWS with Braille Math and Word Math Editors. This video on UEB Math with JAWS empowers blind and visually impaired students and professionals. It provides tools and techniques to excel in mathematics. Set up WORD properly first, then continue.

    UEB Math in Braille Math Editor

    First, the tutorial introduces essential software and hardware. This includes JAWS, a Focus Braille Display, or NVDA and the necessary math editors. Dr. Robinson guides viewers through the setup process. She ensures all components are correctly configured for optimal performance.

    image of math using braille math editor and split braille

    Next, the video explores the practical application of these tools. Viewers learn to input mathematical expressions using the Braille Math Editor. They navigate complex equations and use the split-braille-for-buffer mode to enhance workflow. Dr. Robinson offers clear, step-by-step instructions. This makes it easy for users to follow along and practice.

    By the end of this tutorial, UEB math in braille math editor viewers understand how to use JAWS and Braille Math Editors efficiently. They can create, edit, and review UEB math content. This video is an invaluable resource. It helps enhance digital math literacy and achieve greater independence in academic or professional pursuits.

    For additional UEB Math lessons, here is more on digital Math and advanced math using Matrices

    UEB math LaTex matrices in Word

    More lessons at: https://www.youtube.com/@DrDeniseMRobinsontech

    and UEB Math Lessons Galore

    Advanced Math with Matrices in WORD Math editor

    Perfect Digital Math

    Transcribe Math Images

    Quadratic Math

    STEM with Embossing

    JAWS and MathCat

    Unicode with UEB Math

    UEB Math with Jaws

    UEB LaTex math with Jaws

    Tactile Learning Tools when needed

    TechVision Mission and Purpose in helping YOU!

  • Split Braille for Buffer Mode in Word for Math

    Split Braille


    Split Braille™ Feature in JAWS 2024

    UEB Math using Braille Math and Word Math Editors with Jaws and split-braille-for-buffer-mode

    The new Split Braille™ for Buffer Mode in WORD for math is a feature in JAWS 2024. It offers powerful functionality for Braille display users. So, it allows viewing content from different locations on the same Braille line and a longer display is more advantageous to use. Complete Proper Word setup First, then continue.

    Now let’s Enable Split Braille View-To enable a Split Braille view, press ALT+INSERT+V (or ALT+CAPS LOCK+V in Laptop layout) to open the Select Braille View dialog box. Focus Braille display users can press LEFT SHIFT+DOTS 1-2-7. In the dialog box, select your desired view and click OK. The active view remains for the current JAWS session and resets upon restarting JAWS.

    Using Split Braille for Buffer Mode View in WORD for Math

    By default, your current location appears in the left region, and the active view results appear in the right region. So, to swap these regions, reopen the Select Braille View dialog box and select the Swap split button mode. You can also change braille modes with a simple command

    Navigating and Selecting Text

    In most views, you can navigate and select text independently in the split region. Use the Right NAV rocker to pan and the Right Rocker bar to move by line. To select text for copying and pasting, press SHIFT button with a Cursor Router at the start and end of the selection. Dots 7 and 8 indicate the selection, which is automatically copied to the clipboard. 

    Commands for HumanWare Displays

    For the Brailliant BI 40 series and Mantis Q40 displays:

    • Open Select Braille View dialog: Fourth Thumb Key+C1+C2+C3+C6 (or ALT+CAPS LOCK+V on Mantis Q40).
    • Toggle Buffered Text mode: C1+C2+C3 (not on Mantis Q40).
    • Pan split view region: Third and Fourth Thumb Keys.
    • Navigate by line: C6+Third and Fourth Thumb Keys (not on Mantis Q40).
    • Select text: First Thumb Key + Cursor Router.

    For newer HumanWare displays:

    • Open Select Braille View dialog: K1 + pan Easy Access Bar right.
    • Swap regions: K1 + pan Easy Access Bar left.
    • Pan split view region: K4 + pan Easy Access Bar right/left.
    • Navigate by line: K4 + pan Easy Access Bar up/down.

    Available Views

    • No Split View Mode: Uses the full display length for the current line (default).
    • Buffered Text: Captures text at your current location and displays it in the right half. 

    More lessons at: @DrDenisemrobinsontech

    Focus Display Split Braille for Buffer Mode in Word for Math

    View of split braille above Word Doc showing the first matrix on the left and second matrix on the right of display

    Tactile Math Learning as needed

    Other Math Lessons:

    Transcribe Math Images

    Quadratic Math

    STEM with Embossing

    Perfect Digital Math

    JAWS and MathCat

    Unicode with UEB Math

    UEB Math with Jaws

    UEB LaTex math with Jaws

    Braille Math in WORD Editor-Multi-line

    Advanced math with Matrices in WORD Math Editor

    Watch If You Love Fast Braille Reading or desire to get there!

  • Matrices in WORD Math Editor-Braille Math editor with Jaws using LaTex, auditory and/or Braille

    Matrices in WORD Math Editor

    In this video, Dr. Denise M. Robinson demonstrates how to use the WORD Math Editor and Braille Math Editor with JAWS using LaTeX or Braille. This tutorial is designed for screen reader users, with or without braille displays, who want to improve their math skills.

    First, Dr. Robinson introduces the essential tools for using matrices in WORD, including JAWS, a Braille display (if desired), and the WORD Math Editor. She explains how to set up each tool to work together smoothly, which is crucial for creating and editing math content.

    Next, the video focuses on creating matrices. Dr. Robinson uses LaTeX to input mathematical expressions. She explains each step clearly, making it easy to follow along. Viewers will learn how to enter rows and columns in a matrix, helping them understand matrix structure.

    Then, Dr. Robinson demonstrates how to use auditory feedback, which allows users to hear the math content they are working on. This feature helps ensure accuracy and makes it easier to catch mistakes. Additionally, she shows how to switch between auditory and Braille feedback, providing flexibility for different learning styles.

    matrices addition problem

    The video also covers using the Braille display with the math editors. Dr. Robinson explains how to navigate through the matrix using Braille and provides tips on reading and editing the content efficiently. This section is particularly helpful for users who rely on Braille for their work.

    Finally, the tutorial concludes with a review of the key points. Dr. Robinson summarizes the steps for creating and editing matrices. She encourages viewers to practice using the tools and techniques demonstrated in the video. By the end of the tutorial, users will feel more confident in their ability to work with math content.

    1:1 or School Team Remote lessons to get you to where you want to be!

    Other Math Lessons

    Transcribe Math Images

    Quadratic Math

    STEM with Embossing

    Perfect Digital Math

    JAWS and MathCat

    Unicode with UEB Math

    UEB Math with Jaws

    Braille Math in WORD Editor-Multi-line

    Split Braille for Buffer Mode

    or MathType with JAWS

    But make sure your computer is first setup to work the best with screen reader

    More Tech Lessons: @DrDenisemRobinsontech

  • Mastering Digital UEB Math & Braille Math Editor in WORD with JAWS UEB Mode

    Creating and editing math content using the Digital UEB Math & Braille Math Editor in Word with JAWS UEB Mode is a powerful tool for blind and low vision users. First, ensure that JAWS is properly installed and set to UEB (Unified English Braille) mode. This setup is crucial for accurate Braille input and output when working with mathematical content. Proper Set up of WORD is also essential.

    Next, open Microsoft Word and access the Math Editor. This built-in tool allows users to create complex equations and math symbols directly within a Word document. Additionally, the integration with JAWS in UEB mode ensures that the content is accessible through Braille displays or auditory feedback.

    UEB math in Word looking just as a sighted person would type it out

    Moreover, MathCat, a key component in this setup, enhances compatibility between Word’s Math Editor and JAWS. It allows users to seamlessly transition between editing in UEB and accessing the content through JAWS. This integration provides a smooth experience, whether reading equations line by line or navigating through complex math expressions.

    Mastering Digital UEB Math Transition

    Transitioning to digital math tools like this one offers significant advantages. Blind and low vision users can now work on math assignments in real-time, alongside their sighted peers. Furthermore, the ability to edit and review mathematical content directly in Word makes this tool invaluable in educational and professional settings. With the necessary instruction, anyone can complete math in WORD.

    For those new to this tool, this website & our YouTube video tutorials are available. These videos provide step-by-step guidance on setting up and using the Digital UEB Math & Braille Math Editor. They demonstrate how to navigate through Word with JAWS in UEB mode, making the learning process straightforward.

    In conclusion, the Digital UEB Math & Braille Math Editor in Word with JAWS UEB Mode is a game-changing tool. It empowers users to create, edit, and access math content efficiently, ensuring full participation in math-intensive activities.

    More Math Lessons:

    More Digital Math with UEB with Jaws

    Digital Math with UEB and NVDA

    UEB Math and Braille and Word Math editor

    Advanced Math with Matrices

    Accessible UEB Training

  • Emboss Math from WORD Math editor through Braille Blaster and change to Nemeth fast

    To emboss math with braille blaster content from Microsoft Word, start by creating equations in the Math Editor. This tool helps you write complex mathematical expressions clearly. Once you finish, save the document in a .DOCX format, which is compatible with Braille Blaster and other embossing software.

    Next, open Braille Blaster and import your Word document. The software automatically converts your math content into Nemeth code, the Braille standard for mathematics. This conversion ensures visually impaired readers can understand the material. Moreover, Braille Blaster allows quick switching between Unified English Braille (UEB) and Nemeth codes, offering flexibility based on the user’s needs.

    After conversion, to emboss math with Braille Blaster, send the document directly to a Braille embosser. This machine prints the digital Braille content as physical Braille that can be read by touch. Transitioning from digital to physical Braille is quick and efficient with this process.

    picture of braille conversion in braille blaster changing it from ueb to nemeth

    Furthermore, this workflow supports various mathematical formats, making it versatile for different educational levels. For instance, whether you’re working on basic arithmetic or advanced calculus, the combination of Word and Braille Blaster handles it smoothly. This versatility is crucial in educational environments where diverse math content is necessary.

    Advanced Features

    Educators can also take advantage of Braille Blaster’s advanced features, such as the ability to preview the Braille output before embossing. This step allows for checking accuracy and making any necessary adjustments. It’s particularly useful when dealing with intricate math equations that require precise formatting. If you would like to combine this with a graph, Desmos is your key with Tiger software.

    Moreover, the ability to seamlessly switch between UEB and Nemeth within the same document saves time and ensures consistency across educational materials. This dual-mode capability is essential for creating comprehensive resources that cater to different learning needs.

    Using Word’s Math Editor, Braille Blaster, and a Braille embosser not only streamlines the creation of accessible math materials but also enhances the educational experience for visually impaired students. This efficient process ensures that high-quality Braille math content is readily available, supporting inclusive education and empowering students to succeed in their studies. By implementing this workflow, educators can deliver timely, accurate, and accessible learning materials that meet the diverse needs of all students. Here are options if you would like to use NVDA for Math. And to take any math 1 step further in creating graphics, Tiger and graphic embosser will take you there.

    Other Math Lessons:

    Transcribe Math Images

    Quadratic Math

    STEM with Embossing

    Perfect Digital Math

    JAWS and MathCat

    Unicode with UEB Math

    UEB Math with Jaws

    UEB LaTex math with Jaws

    Braille Math in WORD Editor-Multi-line

    Split Braille for Buffer Mode

    More lessons on our YouTube Channel.

  • Braille Math editor Contracted out, computer in mode with Tay–most efficient

    Braille Math Editor Mode on Display

    In this video, Dr. Denise Robinson guides Tay in proper Braille Math Editor Mode on her FOCUS Display. The session begins with Dr. Robinson reminding Tay how to change the computer’s mode to “contracted out/computer in.” This change ensures proper Braille math output, which simplifies the process and reduces errors.

    Dr. Robinson then encourages Tay to use the Braille Math Editor with confidence, using her 2 knuckles on her right hand and 1 pointer finger on her left hand. She goes onto explain that the chosen mode automatically handles many aspects of math input. This approach allows Tay to focus more effectively on solving problems.

    Next, Tay is guided through various math problems, including division and multiplication. Dr. Robinson carefully ensures that Tay understands how to input problems correctly into the Braille Math Editor. For division tasks, she provides clear instructions on entering Braille codes and following the correct sequences.

    Tay using proper Braille Math Editor Mode

    Furthermore, Dr. Robinson emphasizes the importance of memorizing math facts. She highlights how strong basic math skills can significantly improve accuracy and speed. Through consistent practice and repetition, Tay begins to reinforce these essential concepts.

    As the session continues, Tay receives positive reinforcement, which helps her gain confidence. With each task, Tay requires fewer prompts, showing her growing independence in handling math problems.

    Finally, Dr. Robinson concludes by praising Tay’s progress. She expresses confidence in Tay’s continued improvement and emphasizes that ongoing practice will help Tay master essential math skills. Dr. Robinson also reassures Tay that she will become more comfortable using the Braille Math Editor with time.

    Overall, this session reflects Dr. Robinson’s commitment to fostering independence and competence in her students using proper Braille Math Editor Mode. She ensures they have the necessary tools and confidence to succeed academically. This methodical approach helps students like Tay build a strong foundation for future learning and problem-solving. To further learning, Embossing math using Braille Blaster or graphics using Tiger will always increase understanding of math in general.

    If you need a UEB Math process, this lesson can guide you.

  • UEB Math with NVDA in WORD using unicode-LaTex or Braille -easy to advanced math

    Mathcat UEB in WORD
    Mathcat UEB in WORD

    Dr. Robinson demonstrates how to complete UEB math in Microsoft Word using NVDA and MathCAT in this video. She begins by showing how to download MathCAT, an essential add-on for NVDA. To do this, she presses “Insert + N” to open the NVDA menu, navigates to “Preferences,” then “Tools,” and selects the “Add-ons Store.” From there, she types “MathCAT” to find it and install it.

    After installing MathCAT, Dr. Robinson begins demonstrating basic math commands in Word. She starts by pressing “Alt + Equals” to insert an equation, then types a simple addition problem, such as “1 + 2 = 3.” She checks the Braille viewer to confirm that the equation displays correctly in UEB math. Using the arrow keys, she navigates through the equation, ensuring each character is correctly interpreted.

    Next, she demonstrates more complex equations. For example, she types “2x + 3 = 11” and highlights how NVDA reads the equation character by character. She emphasizes the importance of using arrow keys to review the entire equation, especially for those who rely solely on auditory feedback.

    LaTex and more Advanced MathCat NVDA in WORD Options

    Dr. Robinson also shows how to input advanced math symbols like the times sign and division symbol using backslash commands, such as “\times” and “\div.” She explains how these symbols are visually represented and confirms their accuracy in the Braille viewer.

    To demonstrate radicals, she uses the “\sqrt” command to insert a square root symbol, followed by an expression like “\sqrt{x+1} = 3.” She guides users through the process of checking and navigating through the equation using the arrow keys.

    Finally, Dr. Robinson addresses potential issues with inserting equations, such as when “Alt + Equals” doesn’t work correctly. She advises using “Alt + N” and navigating through the ribbon to insert equations manually if needed.

    This tutorial provides a guide for performing UEB math in Word using NVDA, ensuring accurate and accessible math solutions for users with visual impairments.

  • Quadratic Formulas with UEB Math or Nemeth and/or display with JAWS audio & MathCat

    Dr. Robinson provides a detailed guide on completing a quadratic formula in Microsoft Word using UEB math and JAWS screen reader. She breaks down each step, ensuring users can follow along and understand how to effectively utilize the powerful math editor in Word with JAWS.

    Dr. Robinson begins the tutorial by explaining how to setup JAWS, for UEB math. She guides users through configuring JAWS settings to ensure correct output in the math editor. For additional help with settings, users can refer to a previous video.

    After the setup, Dr. Robinson demonstrates how to open the math editor in Word using “Alt + Equals.” This command opens the editor, allowing users to start inputting equations. She explains that users will enter the quadratic formula character by character, ensuring they follow along slowly.

    To illustrate, Dr. Robinson uses the example A = 1, B = -8, and C = 7. She guides users in entering this formula into the editor, stressing the importance of accuracy and correct use of parentheses. Parentheses are crucial for ensuring the editor interprets the formula correctly, especially with complex expressions.

    Navigate Equation Editor in WORD

    Next, she shows how to navigate Word’s ribbon using “Alt + J” to access the equation tools. Once there, users can select the quadratic formula from the options. Dr. Robinson encourages users to explore other built-in equations in Word, as they can simplify creating complex mathematical expressions.

    While inputting the quadratic formula, Dr. Robinson demonstrates how to use “Alt + J + C” to convert the formula from linear to professional format. This conversion makes the equation visually appealing and easy to read, which is important when sharing or printing the document.

    Throughout the tutorial, Dr. Robinson emphasizes showing every step of the equation-solving process. She explains how to break down the quadratic formula into components using the math editor, making each step clear and easy to follow. This approach helps users understand the logic behind solving quadratic equations and reinforces the importance of accuracy.

    Troubleshoot common Issues

    Finally, Dr. Robinson offers tips on troubleshooting common issues for UEB math and JAWS, like automatic capitalization in Word. She shows how to adjust autocorrect settings to prevent unwanted changes in mathematical expressions, ensuring equations remain correct and properly formatted.

    By the end of the tutorial, users understand how to complete a quadratic formula in Word using UEB math and JAWS. Dr. Robinson’s clear instructions and focus on accuracy make this an essential resource for improving skills in assistive technology for math tasks. Users can continue learning in creating graphs in excel.

    Other Math Lessons:

    Transcribe Math Images

    Quadratic Math

    STEM with Embossing

    Perfect Digital Math

  • UEB Math with JAWS in Word: Using Unicode, LaTeX, and Braille for Easy to Advanced Math

    Dr. Robinson introduces the latest Vispero update for JAWS, focusing on reading UEB math. To get started, she demonstrates how to configure JAWS settings for optimal performance with UEB math. She begins by pressing “Insert + 6” to access the JAWS settings. Then use “Control + Shift + D” to set the default profile.

    Setup MathCat for UEB Math with Jaws

    Dr. Robinson guides users through setting up Braille mode via Default profile by typing it in the edit box. She types “Braille Mode” in the search box, and F6 to access different settings. She uses “F6” to navigate to the desired options, then “Alt + F” to select language profiles. To access MathCat option via alt D to details then tab to Nemeth and change to MathCat then OK.

    Dr. Robinson explains how to select the correct Braille code, such as UEB math with JAWS or Nemeth code. She walks through the process of applying these settings and closing the settings dialog.

    Once set up, Dr. Robinson demonstrates how to solve math problems using JAWS in Word. Dr Robinson explains the process of entering equations using “Alt + Equals” to open the math editor. She highlights how to type out equations, like “X squared plus 3 equals 11.” Then how to navigate through the math content using keyboard commands.

    She also explains complex math using UEB Math with Jaws, such as using square roots and other mathematical symbols, by using Unicode and LaTeX commands. Dr. Robinson shows the equation tools in Word by pressing “Alt + J” E to equation menu. Then explains how to convert equations between professional and linear formats using “Alt + JE + C.”

    Throughout the tutorial, Dr. Robinson ensures users understand the commands necessary for navigating and editing math content effectively. She also provides troubleshooting tips, such as using the Math Viewer with insert space + = . This gives more detailed navigation of hearing each symbol, particularly useful for more complex equations.

    Dr. Robinson concludes by encouraging users to explore more advanced math problems and settings. This ensures that they can confidently use JAWS for UEB math in various applications. If you experience computer issues in general, set it up to work the most efficiently with screen readers.

    Other Math Lessons:

    Transcribe Math Images

    Quadratic Math

    STEM with Embossing

    Perfect Digital Math

    JAWS and MathCat

  • Completing Multi‑Level Math in Word Using the Braille Math Editor (BME)



    Dr. Robinson demonstrates how to complete multi-level math in WORD using Braille Math Editor with JAWS. She used an algebra problem as an example. She explains that this method applies to several types of math problems. First, she highlights how transcriptionists or students can prepare algebra equations using the Alt + Equals command to insert math symbols directly in Word. Once the equation is ready, the blind student can easily solve it using a Focus 40 Braille display.

    Navigating the Math Content

    Dr. Robinson shows how students can work within the Braille Math Editor. By pressing Insert + Space followed by Shift + Equals, the editor opens, and the math problem appears ready for solving. She mentions that students can choose between Nemeth code or Computer Braille, depending on their preference. Both modes allow for precise calculations and input, enabling them to complete multi-level math problems efficiently across multiple levels.

    complete multi-level math using BME in WORD image of math

    As the student works through the problem, they can use Braille commands like 4-5-6 Space to navigate to the end of the problem and add a dot 6 for separating steps with commas. This method keeps the equation organized, allowing the student to solve the problem in multiple lines, just as their sighted peers would. By checking the Braille display frequently, students ensure accuracy while solving multi-level math equations and maintaining neatness.

    Finalizing and Reviewing Work to complete multi-level math

    Once the math is complete, the student hits Enter to insert the solution into Microsoft Word. Dr. Robinson uses Ctrl + L to align the text to the left after confirming correct spacing and formatting. She resolves errors, such as unnecessary commas or misalignments, by reviewing each line. Editing line by line ensures the final product is both clean and accurate. The process concludes with a perfectly formatted, multi-level math solution, efficiently done using the Braille Math Editor, thus completing the task effectively.

    This setup provides blind students with the tools to complete complex multi-level math work just like their peers, ensuring accessibility and ease in academic settings. More math lessons here.

  • Using the JAWS Braille Math Editor in Word: Aubrey’s Guide to Accessible Digital Math

    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

    age of braille math editor with braille before she enters to insert the math into word

    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.

    Watch Also Aubrey completes Work on her display

    Tay using Braille Math editor

    Find more math lessons here.

  • Blind 4‑Year‑Old and 2nd Grader Race Using Braille Writing Devices

    Access Braille Writing and PC Devices: The year is 2000 and I am blessed with meeting 3 siblings in a family of 8. I first met the oldest daughter who was in 2nd grade grade and her sister who was in preschool. Their young brother, was just born. All 3 have a VERY rare condition called: Spondylometaphyseal dysplasia with cone rod dystrophy. This was an exciting journey with all 3. All 3 live very successful lives now.

    Early Education Leads to Access Braille Writing Devices

    Starting at 3 months old: First, always teach the parents right along with the child–Teamwork is key! One crucial step was ensuring he could eventually access Braille writing devices to aid in his learning journey. Teach fun games on a computer as they learn like Starfall games and Inclusive Multi-Sensory Learning Tools. If you sense a visual impairment and glasses need to be work, try: Kids Bright Eye glasses or Eye patches

    Pre-teaching a blind child from an early age involves fostering foundational skills that support sensory development, spatial awareness, and independence. Here’s how you can engage with a blind child from 3 months old to 3 years old and up to 3rd Grade, ensuring they develop crucial abilities at each stage:

    At 3 Months Old in general:

    At this stage, it’s all about sensory exploration and exposure. A blind infant learns through touch, sound, and smell. Parents and caregivers can begin pre-teaching through activities that engage the child’s remaining senses.

    • Tactile Exploration: Provide different textures for the baby to feel, such as soft cloth, textured toys, and various materials. This helps them develop an understanding of their environment through touch.
    • Auditory Stimulation: Introduce the baby to a variety of sounds, from gentle music to the sound of voices and everyday noises. Toys that make sounds or produce vibrations can also help the child associate movements with sounds.
    • Bonding with Language: Talk to the baby constantly, explaining what’s happening around them. Even at this age, exposing them to language and verbal interaction is key for cognitive development.

    At 1 Year Old:

    By the time the child is 1 year old, they are starting to gain more control over their movements and understand their surroundings through tactile and auditory feedback. The focus at this age is on expanding their sensory awareness and motor skills.

    • Mobility Encouragement: Support the child as they begin to crawl or walk. Encourage them to explore safe spaces, ensuring the environment is designed for them to navigate without harm.
    • Hands-on Learning: Let the child interact with everyday objects, describing what they are holding. This could include toys, household items, or safe objects they encounter daily.
    • Cane-have a cane around his/her toys so they get acquainted with the tool
    • Language Development: Continue talking to the child, narrating actions and surroundings. Introduce basic concepts like hot/cold, soft/hard, and big/small, as this builds vocabulary and concept understanding. Have them touch everything, giving purpose to what they interact with always.
    A 4-year-old uses the Mountbatten, and a 2nd grader uses the Braille Lite with a Braille display to access Braille writing devices.
    A 4-year-old uses the Mountbatten, and a 2nd grader uses the Braille Lite with a Braille display to access Braille writing devices.

    At 3 Years Old Access Braille writing devices and start typing on computer:

    At 3 years old, the blind child is ready to begin more structured learning and independent exploration. Pre-teaching during this period focuses on more complex tasks, building independence, and preparing for future skills. Begin touch-typing on keyboard of computer and using other braille devices like the MouthBatten Brailler. This student learned all of the alphabet and several contractions.

    • Orientation and Mobility: Begin teaching basic orientation and mobility skills, using a cane for navigation. This will help the child build confidence in moving through space.
    • Fine Motor Skills: Encourage fine motor development through activities like threading beads, playing with textured blocks, or using simple tactile puzzles. This helps the child develop dexterity and hand-eye coordination.
    • Pre-Braille Exposure: Introduce early Braille awareness through tactile games or exposure to raised dots or objects. As they may not be ready to fully learn Braille, familiarization with textures and symbols helps lay the foundation for literacy. This includes touch typing on keyboard using braille on braille device like a Mouthbatten Brailler
    • Self-Care Skills: Teach simple self-care tasks like washing hands, dressing, and feeding themselves. These activities foster independence and help them gain confidence in daily living skills.

    By consistently engaging the child’s senses and nurturing their curiosity, they will develop essential skills for future success. With each stage of growth, pre-teaching ensures they build a strong foundation. This approach prepares the child to easily learn more complex skills later, such as reading Braille, using assistive technology and navigating the world independently.

    Continuing to teach a blind child in kindergarten through 2nd grade involves focusing on expanding their academic, social, and independence skills, while incorporating accessible tools and adaptive techniques. Here’s how you can approach teaching at each stage:

    Kindergarten (K)-Access writing PC computers:

    In kindergarten, the focus is on introducing basic academic concepts while fostering independence and confidence in social situations. This student was able to begin reading braille like his peers due to already knowing braille letters and symbols. He also know the keys on the computer to begin learning how to type out work to email to teacher. Teach how accessible Work is needed, including Math for now and later on.

    • Braille Literacy: Begin formal Braille instruction, introducing letters, numbers, and simple words. Use tactile books, raised alphabet cards, and manipulative’s to enhance literacy.
    • Orientation and Mobility: Continue reinforcing basic mobility skills such as using a cane and navigating familiar spaces like classrooms and playgrounds.
    • Interactive Learning: Incorporate multi-sensory learning activities, such as counting objects with tactile number lines and participating in songs or rhymes for phonics and vocabulary.
    • Technology Introduction: Introduce basic assistive technology, such as a Mountbatten Brailler or screen reader software, to support early writing and computer skills.

    First Grade (1st Grade):

    In first grade, the child should begin building on the foundations laid in kindergarten, focusing on more advanced academic and mobility skills.

    • Braille Proficiency: Increase fluency in Braille reading and writing. Introduce more complex words, sentences, and basic punctuation. Begin incorporating Braille reading into classroom activities.
    • Math Skills: Teach basic math concepts using tactile math tools like counting beads, tactile number lines, and raised math grids. Introduce early Nemeth Code for math symbols in Braille.
    • Social Integration: Encourage social interactions and group activities, teaching the child to collaborate with peers and practice conversational skills.
    • Assistive Technology Growth: Begin integrating more advanced technology, such as screen readers (e.g., JAWS or NVDA) and tactile graphics for learning new concepts.

    Second Grade (2nd Grade):

    By second grade, the goal is to strengthen the child’s academic abilities while fostering greater independence. His sisters immediately picked up keyboarding and were handing in all work within 2 months to teachers via email. They learned Braille reading

    • Advanced Braille: Continue advancing Braille reading and writing skills, incorporating full sentences and paragraphs. Increase reading speed and comprehension through practice. Teach how to braille or keyboard work on PC computer.
    • Math in Braille: Build on basic math skills, using tactile tools to teach addition, subtraction, and early multiplication. Enhance familiarity with the Nemeth Code for math. Teach how to output math on the computer using WORD
    • Independent Learning: Encourage more independent work by providing opportunities to complete assignments using accessible technology. Allow the child to practice retrieving and saving work on a computer or braille device.
    • Orientation and Mobility: Further develop mobility skills by teaching navigation in unfamiliar environments. Practicing independent travel in controlled settings, such as the school campus or nearby park is essential.
    • Assistive Technology Growth: Continue integrating more advanced technology, with screen readers (e.g., JAWS or NVDA) so they can advance om speed to keep up with outputting work with their peers.

    Throughout kindergarten through 2nd grade, regular collaboration with teachers, mobility instructors, and other specialists is essential. Tailor instruction to the child’s progress and ensure their curriculum is fully accessible to set them up for long-term success. This type of collaboration must continue throughout school to Access Braille writing devices and PC Computers.

    Teach Keyboarding Early

    Low Vision Teen masters JAWS

    Blind 4‑Year‑Old and 2nd Grader Race Using Braille Writing Devices

    Watch the Video of learning keyboarding in a week and speed within 2 months

    Braille Instruction Starts at Age 3 – Early Blind Education Success Story

    Blind Student Keyboarding FAST – 10th Grade Research & Writing Independence

    Teen Masters JAWS in 3 Months

    Blind 4‑Year‑Old and 2nd Grader Race Using Braille Writing Devices

  • Blind Braille‑Math Student Fights STEM Book Shortages and Stigma

    This story is rewritten from original post.

    JEFFERSON COUNTY, Tenn. As school resumed, a Jefferson County student waited weeks for an important textbook to arrive from out of state. This doesn’t seem like a big deal, except it’s a calculus book for Math for blind students and it’s written in Braille. Campbell Rutherford is a home school student in Jefferson County.

    She started homeschooling with a teacher for the visually impaired because math for blind students was no longer available in the local school district. Campbell was born blind and has been reading braille since she was 3 years old. “I rely completely on braille and screen readers to access the printed word,” she said. Campbell, accustomed to reading Braille, competes in state Braille reading competitions yearly and has even reached nationals. So naturally, she’d like to be able to read her textbooks in Braille.

    Because each page has to be embossed with the Braille indentations, Campbell’s textbooks are huge. Here’s her AP physics book. All these binders are one book for Math for blind students, containing everything in the print book next to it, just in Braille.

    Credit: Liza Rutherford: Campbell Rutherford stands with her AP Physics book in Braille, next to the book in print. Math for blind students

    Credit: Liza Rutherford: Campbell Rutherford stands with her AP Physics book in Braille of 25 volumes of 11 x11.5 size, next to the book in print of 2 inches thick.

    “I used to have to borrow a truck to go get her books,” said her mom, Liza Rutherford. Braille books are larger because the text must be big enough for readers to feel with their fingertips. A standard physics book may have four graphs on one page, but in Braille, each graph requires its own page. The National Braille Press reported about 12 percent of blind school-age students can read Braille, limiting access to advanced textbooks.

    NO AP Math Books

    There were no Braille AP calculus books in the state of Tennessee. The Rutherford’s worked with the Tennessee School for the Blind to find this 20-year-old edition from Maryland. Campbell said schools often discourage visually impaired students from taking challenging courses. “I have friends that, when they’re struggling with Math, they’ve been told, ‘it’s okay that blind people aren’t good at math typically,’” said Campbell.

    Credit: Liza Rutherford

Campbell Rutherford's calculus book in Braille. Math for blind students

    Credit: Liza Rutherford-Campbell Rutherford’s calculus book in Braille of 32 volumes of 11 x11.5 size, by to the book in print of 2 inches thick..

    Campbell plans to major in math in college and go into epidemiology. She said it’s those low expectations that hinder her and others the most, not her lack of vision. “We even had an administrator at one point come to me and say, ‘does Campbell really need a high school diploma for her adult life?’” said her mom Liza Rutherford. “That’s probably the one that’s infuriated me the most over the years,” said Campbell.

    Lack of Advanced Placement (AP) Math for blind students Books

    The National Federation for the Blind reported only 31.6 percent of blind individuals hold a high school diploma or GED. The Rutherford’s believe a shortage of teachers for the visually impaired adds to this problem.

    Credit: Liza Rutherford: A mathematical graph transcribed in Braille.

    Credit: Liza Rutherford: A mathematical graph transcribed in Braille.

    They are hopeful that as technology spreads, more blind students will have the educational access they need. “There are other ways of doing things besides the sighted way or the able way,” said Campbell. Campbell connected with a blind math professor from Connecticut who assists her with any course-related questions. She took AP physics and AP calculus with a proctor who will describe the graphs and record her multiple-choice answers.

     Math for Blind Students- Full Broadcast and article

    Campbell is now attending Harvard University taking Applied Mathematics as a major and a Junior.

    Lessons to Prepare YOU!

    Math Lessons:

    Transcribe Math Images

    Quadratic Math

    STEM with Embossing

    Perfect Digital Math

    JAWS and MathCat

    Unicode with UEB Math

    UEB Math with Jaws

    UEB LaTex math with Jaws

    Braille Math in WORD Editor-Multi-line

    Split Braille for Buffer Mode

    Braille Blaster

    complete multi line BME-Braille Math Editor

    math student fights Stigma

    More Desmos Lessons:

    Desmos 3D graphing

    for Geometry in Desmos

    for STEM and Embossing in Desmos

    Desmos and inserting graphs into Math Work in WORD

    Creating shaded Parabolas in Desmos

    Games with Desmos with Drag and Drop

    Drag n Drop in Macmillan Learning

    Creating Geometry Table

    Venn Diagram

    Solving inequalities

    Create Histogram

    Excel Trend line with Scatter Plot

    Other Excel Lessons that you can do in Sheets

    Flashcard Study

     

     

  • Raveena Fixes Computer Issues, Display Problems, and Uploads Perky Duck Program

    Raveena shows how to fix basic computer and screen problems and then explains how to install the Perky Duck braille program. She starts by helping users solve common computer or display issues with easy steps. After that, Raveena Fixes Computer Issues by walking through downloading and setting up the Perky Duck program, which helps create and translate braille. Her simple instructions make it easier for students and teachers to use the program and keep their devices running smoothly.

    To upload a file in the Perky Duck braille transcription program, you can follow these steps using keyboard commands. Raveena Fixes Computer Issues by providing clear steps to follow:

    1. Open Perky Duck:
      • Press Windows Key, type “Perky Duck”, and press Enter to open the program.
    2. Open File Dialog:
      • Press Alt + F to open the File menu.
      • Press O to select “Open”.
    3. Navigate to Your File:
      • Use the arrow keys to navigate through your directories.
      • Press Enter to open folders.
      • Once you find your file, press Enter to upload it.
    Perky Duck free braille translator
    Perky Duck free braille translator

    These commands should help you efficiently upload a file in Perky Duck. If you need more detailed instructions or have any other questions, feel free to ask! That’s how Raveena Fixes Computer Issues efficiently. Other ways to fix your computer

    Let us know how we cn help you: Contact US: TechVisionTraining@yourtechvision.com

  • Focus Display Navigation options

    Dr. Robinson demonstrates how to navigate with the Focus 40 Braille Display, highlighting various commands and features for efficient use. She introduces the Focus 40 Braille Display, explains the importance of navigation commands, and demonstrates various navigation techniques. Additionally, she covers Focus Display Navigation Options to help users maximize their efficiency.

    Focus Display Navigation Options Video Highlights

    • Introduction to navigation
      • Dr. Robinson introduces the Focus 40 Braille Display.
      • Explains the importance of navigation commands.
      • Prepares to demonstrate various navigation techniques.
    • Basic navigation commands
      • Shows how to move to the top and bottom of the display.
      • Uses specific key combinations for navigation:
        • Move to Bottom: Press dots 4-5-6 + Space.
        • Move to Top: Press dots 1-2-3 + Space.
      • Emphasizes the logic behind the commands.
    • Line and word navigation
      • Demonstrates moving one line at a time.
      • Uses key combinations for precise movement:
        • Move Down One Line: Press dot 4 + Space.
        • Move Up One Line: Press dot 1 + Space.
      • Explains how to navigate by words:
        • Move Forward One Word: Press dot 5 + Space.
        • Move Back One Word: Press dot 2 + Space.

    Other Display Navigation

    Focus braille display navigation options using router key
    Focus Braille Display navigation options using router keys
    • Router keys and mode buttons
      • Highlights the use of router keys for quick cursor movement.
      • Introduces mode buttons for different navigation options:
        • Router Keys: Press the router key above the desired character.
        • Mode Buttons: Located on the left and right sides.
      • Shows how to navigate by paragraphs and sentences:
        • Move Forward One Paragraph: Press the right rocker switch down.
        • Move Back One Paragraph: Press the right rocker switch up.
        • Move Forward One Sentence: Press the left rocker switch down.
        • Move Back One Sentence: Press the left rocker switch up.
    • Panning and rocker switches
      • Explains the function of panning buttons:
        • Move Forward One Display Width: Press the right panning button.
        • Move Back One Display Width: Press the left panning button.
      • Demonstrates the use of rocker switches for line navigation:
        • Move Up One Line: Press the right rocker switch up.
        • Move Down One Line: Press the right rocker switch down.
      • Highlights the benefits for sighted individuals working with Braille learners.

    Benefits of Focus Display

    The Focus 40 Braille Display offers numerous benefits. Firstly, it enhances Braille literacy through intuitive navigation commands. Additionally, its versatile features support efficient reading and writing. Moreover, students can easily move through text, improving their skills. The Focus Display can be used exclusively to control the computer–that means, you DO NOT need to use the keyboard if you cannot or do not want to. This makes for VERY efficient math calculations. The device’s compatibility with various screen readers ensures accessibility. Furthermore, its portability allows seamless use in different environments. Overall, the Focus 40 empowers users, boosting their independence and confidence in learning.

    Options for going between the display to take notes and the computer give many more options also

  • Efficiently Converting Braille Files to HTML and Word

    To efficiently convert Braille files to text or HTML, you can change extensions as shown in the video or open the Braille file in software like Duxbury Braille Translator or Braille Blaster. Export the file as plain text. Use a text editor to manually add HTML tags or employ a conversion tool for HTML formatting. This method ensures the content is accessible in both text and web formats, making it easier to efficiently convert Braille files to HTML and Word.

    Guidance on converting Braille files into HTML or text files from this video:

    Efficiently converting Braille files to HTML and Word requires specific software and keyboard commands. Below is the method I used in the Video

    1. Extract Files:
      • Applications Key: Press Applications Key, then Down Arrow to select “Extract”.
    2. Rename Files:
      • Rename: Press Applications Key, then Up Arrow to “Rename”, and Enter.
      • Change Extension: Use Right Arrow to navigate, Backspace to delete .txt, and type .html, then Enter.
    3. Open Files in Notepad:
      • Open File: Press Enter on the file to open it in Notepad.
    4. Save As HTML:
      • Save As: Press Alt + F, then Down Arrow to “Save As”, and Enter.
      • Change File Type: Press Tab to navigate to the file type dropdown, select “All Files”, and Enter.
      • Rename Extension: Press Shift + Tab to navigate back, use Right Arrow to move to the extension, Backspace to delete .txt, type .html, and Enter.
    5. Copy and Paste Text:
      • Select All: Press Ctrl + A.
      • Copy: Press Ctrl + C.
      • Paste in Word: Open Word, then press Ctrl + V.
    6. Show File Extensions:
      • Open File Explorer: Press Alt + D.
      • Open Organize Menu: Press Tab to navigate to the “Organize” button, and Enter.
      • Folder Options: Press Down Arrow to “Folder and search options”, and Enter.
      • View Tab: Press Ctrl + Tab to switch to the “View” tab.
      • Show Extensions: Press Tab to navigate to “Hide extensions for known file types”, press Spacebar to uncheck, and Enter.

    These commands should help you efficiently manage and convert your files.

    Here is another way to convert files

    1. Extract the Braille File:
      Use software like Duxbury (DBT) or Braille Blaster Translator to open BRF or BRL files. This software can convert Braille files into readable text.
    2. Export to Text Format:
      After extraction, use the “Export” function in DBT or other Braille translation software to save the file as a plain text (.txt) file.
    3. Convert to HTML:
      Use a text editor to open the .txt file. You can manually add HTML tags to structure it as an HTML file or use a basic converter tool to help automate the process.

    Other Ways to Fix your computer

    Let us know how we can help you: Contact US: TechVisionTraining@yourtechvision.com

  • Perfect Brailler for children with little fingers: Mountbatten

    Perfect Brailler for little children: Children often struggle to press the keys on a regular brailler due to their small fingers. That’s why I recommend the Mountbatten brailler.

    I’ve introduced students as young as 3 years old to the Mountbatten brailler. They can braille with perfect finger positioning using this device.

    Mountbatten- Perfect Brailler for Kids
    Mountbatten- Perfect Brailler for Kids

    We want to be careful when letting young children use the regular brailler so they don’t start poor brailling habits, such as using 2 fingers to press one key. This is not only time consuming, but also very slow because it takes so much effort to press the keys. The Mountbatten brailler, however allows for good habits to form while fingers are growing and getting stronger. Starting out correctly, our children will then be successful braillers with an ability to increase their output as they get older, creating a joy in reading what they wrote. This will lead to learning perfect touch typing on a keyboard and using a braille display on a computer. Then onto learning math on the brailler to moving it to the computer

    Perfect Brailler for Kids: Versatile and User-Friendly

    The video on the Math Window® system provides an in-depth look at how this tool benefits blind and visually impaired students. Here are some key details:

    1. Magnetic Tiles: The system uses magnetic tiles that feature both Braille and print. This dual-format approach allows students to read and interact with math problems tactilely.
    2. Portability: The Math Window® board is designed to be portable. It fits easily on a student’s desk and comes with a carrying tote, making it convenient for use in different settings.
    3. Versatility: The system is available in various versions, including basic math, algebra, and geometry. This versatility ensures that it can be used across different levels of math education.
    4. Braille Standards: Math Window® supports both Nemeth and UEB Braille standards. This compatibility ensures that it can be used by students who are familiar with either Braille system.
    5. Hands-On Learning: The tactile nature of the Math Window® system allows students to engage with math problems in a hands-on manner. This method helps in building a deeper understanding of mathematical concepts.
    6. Adaptability: Instructors can easily personalize lessons using the Math Window® system. They can arrange and modify the magnetic tiles to suit each student’s learning pace and needs.
    7. Confidence Building: By allowing students to “see” the structure of math equations through touch, the system helps build their confidence. It encourages them to explore STEM subjects more independently.
    8. Collaborative Environment: The system fosters a collaborative learning environment. Students can work individually or in groups, making it suitable for both classroom and home use.

    The Math Window® system makes an Ideal Brailler for Children with more Math lessons here

    Add keyboarding skills in also as students learn to braille and tactile math tools as learning is all encompassing

    Contact Team Specialists to help you set up a program

     
  • A Perfect Shot at the Wrong Target: Why Blind Students Need Real-World Access Technology

    A Perfect Shot at the Wrong Target does not work-aim at the right targe
    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.

  • Dyslexia and Screen Readers: How Audio Feedback Changes Reading and Writing

    Dyslexia and screen readers: Focus in immersive reader in WORD
    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.

    The right technology does not lower expectations.

    It raises access so students can meet them.

  • Teach Keyboarding Early: 2nd Grade Student Typing FAST on Laptop (3 Months)

    Teach Keyboarding Early

    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.

    Start early. Teach it right. Change the outcome.

    Other Fast Students:

    Teach Touch Typing in Just 5 Hours | Blind & Low Vision Keyboarding Method

    Teach Keyboarding Early

    Low Vision Teen masters JAWS

    Blind 4‑Year‑Old and 2nd Grader Race Using Braille Writing Devices

    Watch the Video of learning keyboarding in a week and speed within 2 months

    Braille Instruction Starts at Age 3 – Early Blind Education Success Story

    Blind Student Keyboarding FAST – 10th Grade Research & Writing Independence

    Teen Masters JAWS in 3 Months

    Blind 4‑Year‑Old and 2nd Grader Race Using Braille Writing Devices

  • How to Read, Write, and Learn with Low Vision (Tools + Techniques)

    How to Read, Write, and Learn with Low Vision: How vision loss can appear
    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

    4. General Eye Conditio

    (Astigmatism, myopia, hyperopia, cataracts, glaucoma, diabetic retinopathy)

    Tools

    • Glasses or contacts
    • Lighting adjustments (often overlooked but critical)
    • Contrast and display adjustments
    • Screen scaling and font control
    • Optional magnification
    • Screen reader support when fatigue increases

    Training Focus

    • Keyboarding and screen reader commands
    • Proper screen positioning and posture
    • Lighting control to reduce glare
    • Efficient reading strategies
    • Knowing when to switch to audio

    Goal
    Reduce fatigue and maintain consistent access throughout the day

    Cross-Over Tools for ALL Learners

    • Microsoft Word for accessible writing and math
    • Screen reader + keyboard command mastery
    • Accessible PDFs and web navigation
    • AI tools for transcription, especially math and images
    • Speech dictation to tell your computer and phone what to do

    Critical Insight

    Most individuals do not fit into one category.
    They often experience a combination of needs:

    • Low vision with fatigue
    • Dyslexia with vision challenges
    • Progressive vision changes over time

    This reality requires flexible and layered instruction.

    Everyday Access Tools

    Screen Readers (Text-to-Speech)

    • JAWS (Windows, advanced, workplace standard)
    • NVDA (Windows, free)
    • VoiceOver (built into Apple devices)
    • TalkBack
    • Narrator

    Magnification and Visual Support

    • ZoomText
    • Built-in magnifiers (Windows and macOS)
    • Seeing AI
    • Be My Eyes
    • Aira
    • Computers have built in enlargement options

    Braille and Tactile Tools

    • Refreshable braille displays (Focus, Brailliant)-go electronic for speed and efficiency
    • Perkins Brailler when young

    Navigation and Daily Living-too many to name

    • OrCam MyEye
    • WeWALK Smart Cane
    • BlindSquare

    Critical Truth

    Tools alone do not create independence.
    Training builds independence.

    Instruction must:

    • Connect directly to real school, work, or life tasks
    • Build speed and efficiency
    • Focus on completing meaningful work

    Bottom Line

    • Dyslexia → audio with structured reading
    • Low vision → magnification with efficiency
    • Central vision loss → audio and braille access
    • General eye conditions → reduce strain and optimize access

    With the right tools and strong training, students and adults can access, complete, and submit work alongside their peers.

  • Fix Digital Accessibility Before Title II Enforcement-April 24, 2026-Now 2027

    Fix Digital Accessibility Before Title II Enforcement-No access to work
    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

    DOJ Title II Explained

    Teacher Marketplace Worksheets Are Failing Title II Accessibility Standards

    Fix Digital Accessibility Before Title II Enforcement-April 24, 2026-Now 2027

    Title II Meaning for Vocational Rehabilitation and Adult Rehab Centers

    Who Pushed the New Title II Accessibility Rule Through? The Forces Behind America’s New Access Mandate

    Title II Non-Compliance Can Lead to Job Loss in K–12 Schools and Colleges

    Penalties for Noncompliance With DOJ Title II and WCAG 2.1 AA Requirements

    Private Schools and Title II With Teeth: How the New DOJ Accessibility Rule Changes Everything

    Title II With Teeth: How the DOJ’s New Accessibility Rule Transforms Education for All Children With Disabilities

    Why K–12 Is Scrambling: What the DOJ’s Title II WCAG 2.1 Rule Means for Every School District

    DOJ Title II Requires Web Content Accessibility : What Colleges & Schools Must Do Next

    A New Era of Access: DOJ’s New Title II Rule Transforms Education at all levels for Every Child in America

    Accessibility Barriers in Standardized Testing for Blind Students

    How Do Blind Students Learn?

    Preventing Due Process, upholding Rights

    Professional Development for Teachers

    TechVision Access Instruction-Empowering Blind and Visually Impaired

    How Colleges Help Visually Impaired Students Succeed

    Title II Meaning for Vocational Rehabilitation and Adult Rehab Centers

  • DOJ Title II Requires Web Content Accessibility : What Colleges & Schools Must Do Next

    DOJ Title II Requires Web Access for All
    DOJ Title II Requires Web Access for All

    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.

    What changed? https://collegiseducation.com/insights/title-2-web-accessibility-higher-ed/


    Who must comply?

    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

    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.


    Colleges and schools are panicking — because they’re unprepared.Rules to follow from ADA

    DOJ Title II Explained

    A New Era of Access: How DOJ’s New Title II Rule Transforms Education for Every Child in America

    Title II With Teeth: How the DOJ’s New Accessibility Rule Transforms Education for All Children With Disabilities

    Why K–12 Is Scrambling: What the DOJ’s Title II WCAG 2.1 Rule Means for Every School District

    DOJ Title II Requires Web Content Accessibility : What Schools Must Do Next

    Private Schools and Title II With Teeth: How the New DOJ Accessibility Rule Changes Everything

    Title II Meaning for Vocational Rehabilitation and Adult Rehab Centers

    Who Pushed the New Title II Accessibility Rule Through? The Forces Behind America’s New Access Mandate

    Penalties for Noncompliance With DOJ Title II and WCAG 2.1 AA Requirements

    Title II Non-Compliance Can Lead to Job Loss in K–12 Schools and Colleges

    Fix Digital Accessibility Before Title II Enforcement-April 24, 2026

  • A New Era of Access: DOJ’s New Title II Rule Transforms Education at all levels for Every Child in America

    new Era of Access
    New Era of Access

    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.
    A
    ll children deserve independence.
    Your child deserves equal opportunity.
    And now, the law finally backs you up.

    DOJ Title II Explained

    Teacher Marketplace Worksheets Are Failing Title II Accessibility Standards

    Fix Digital Accessibility Before Title II Enforcement-April 24, 2026-Now 2027

    Title II Meaning for Vocational Rehabilitation and Adult Rehab Centers

    Who Pushed the New Title II Accessibility Rule Through? The Forces Behind America’s New Access Mandate

    Title II Non-Compliance Can Lead to Job Loss in K–12 Schools and Colleges

    Penalties for Noncompliance With DOJ Title II and WCAG 2.1 AA Requirements

    Private Schools and Title II With Teeth: How the New DOJ Accessibility Rule Changes Everything

    Title II With Teeth: How the DOJ’s New Accessibility Rule Transforms Education for All Children With Disabilities

    Why K–12 Is Scrambling: What the DOJ’s Title II WCAG 2.1 Rule Means for Every School District

    DOJ Title II Requires Web Content Accessibility : What Colleges & Schools Must Do Next

    A New Era of Access: DOJ’s New Title II Rule Transforms Education at all levels for Every Child in America

    Accessibility Barriers in Standardized Testing for Blind Students

    How Do Blind Students Learn?

    Preventing Due Process, upholding Rights

    Professional Development for Teachers

    TechVision Access Instruction-Empowering Blind and Visually Impaired

    How Colleges Help Visually Impaired Students Succeed

    Penalties for Noncompliance With DOJ Title II and WCAG 2.1 AA Requirements

    A New Era of Access: DOJ’s New Title II Rule Transforms Education at all levels for Every Child in America

    Private Schools and Title II With Teeth: How the New DOJ

  • LinkedIn with JAWS Commands for total Access

    Person navigating linkedin using braille display and screen reader
    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

    Other shortcuts below

    ActionShortcut
    Open cheat-sheetShift+?
    Search/
    Go to Homeg h
    Regionr
    move through menu itemsi
    Go to Messagingg m
    Go to Notificationsg n
    Start a post-cursor offn
    Next updatej
    Previous updatek
    React to updatel
    Comment on updatec
    Repost updater
    Share updates

    Watch Full Video of steps here: Navigating LinkedIn with JAWS screen reader

  • What Does Legally Blind Look Like?

    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.

    These images as examples used in presentations.

    20/20 and 20/40

    20/20 vision
    20/40 vision-sight blur

    Low Vision Options can adjust how ones sees the computer or even access the use of a mouse.

    20/70 is not legally blind

    20/70 visual acuity--very blurry
    20/70 visual acuity–very blurry

    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.

    legally blind looks like-all acuity levels compared-
    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.

    3. Impact on Daily Life

    Technology has changed everything toward independence, including AI apps that will read to you what you cannot see.

    • 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 distance
    20/20 visual acuity to see people clearly in distance
    20/200 seeing blurry people in the distance
    20/200 seeing blurry people in the distance
    20/400 acuity seeing people extremely blurry in distance
    20/400 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.

    Results

    20/200 vision signifies severe visual impairment and is categorized as legal blindness. When in School, immediately acquire services so students can learn independence. Access lessons to acquire those needed computer skills with screen readers.

    20/800 or More

    20/800 visual acuity


    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


  • iPhone: Set Up Face ID, Touch ID, and Passcode with VoiceOver

    Set Up iPhone Security with VoiceOver using Face ID
    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

    Hold phone at arm’s length.

    VoiceOver says:

    “Move iPhone lower/higher.”

    Follow instructions.

    Rotate head slowly in circle.

    Complete two scans.

    Face ID is now enabled.


    Step 3: Turn On for App Store

    Still inside Face ID settings:

    Ensure toggles are ON for:

    • iPhone Unlock
    • App Store
    • Password AutoFill

    Double-tap to toggle if needed.


    PART 3: Set Up Touch ID (Older Phones)


    Step 1: Go to Touch ID & Passcode

    • Double-tap “Add a Fingerprint.”


    Step 2: Place Finger on Home Button

    Lift and rest repeatedly.

    VoiceOver will say:

    “Adjust your grip.”

    Continue until complete.


    Step 3: Enable for App Store

    Ensure toggle for:

    “iTunes & App Store”

    is ON.


    PART 4: How Authentication Works During Downloads

    When downloading an app:

    If Face ID is enabled:

    • Double-click Side button
    • Look at phone

    VoiceOver says:
    “Face ID successful.”

    If Touch ID:

    • Rest registered finger on Home button

    If Passcode:

    • Enter six-digit code

    Download begins.


    Practice Drill

    Have student:

    1. Lock phone
    2. Unlock with Face ID or Touch ID
    3. Open App Store
    4. Attempt free app download
    5. Complete authentication

    Repeat until smooth.


    Teaching Notes

    Teach this clearly:

    Authentication = Protection.

    It protects:

    • Money
    • Private data
    • Email
    • Contacts

    Students must understand it is a safety tool.


    Other iPhone navigation lessons:

  • What Does 20/400 Vision Look Like?

    What Does 20/400 Vision Look Like? Comparison of reading 20/200  and 20/400 -which is not doable-Time for Laptop and Screen reader
    What Does 20/400 Vision Look Like? Comparison of reading 20/200 and 20/400 -which is not doable-Time for Laptop and Screen reader

    Understanding Severe Vision Loss: (Legally Blind Explained)

    20/400 vision is not “very blurry.”
    It is functionally blind in most classroom situations.

    This acuity changes how a student sees the board, moves through hallways, and reads any printed material.

    Here is what 20/400 looks like in real life:


    1. The board disappears at distance

    At 20/400, the board becomes a hazy shape.
    Letters vanish instantly.
    Contrast does not help.

    Even bold markers fade into one blended patch of color.


    2. Faces become silhouettes

    Facial expressions blur into outlines.
    Students miss smiles, frowns, eyebrow lifts, and social cues that guide group interaction.

    This affects friendships and classroom communication.


    3. Reading moves inches from the face

    To see print, students move the page to within 3–5 inches with 28-42 enlarged font.
    This causes neck strain, fatigue, and slower reading.

    Large print may not help.

    What Does 20/400 Vision Look Like? Loss of clarity and blurry tones and outlines
    What Does 20/400 Vision Look Like? Loss of clarity and blurry tones and outlines

    4. Orientation and mobility require skill

    Hallways blur.
    Floor changes disappear.
    Open doors look like walls.

    Students with 20/400 need strong cane skills and consistent practice with routes.


    5. Fatigue arrives quickly

    The visual system works nonstop.
    This leads to exhaustion long before frustration shows up.

    Behavior that looks like “avoidance” is often fatigue.


    6. 20/400 can fluctuate toward 20/200

    Vision varies during the day.
    Fatigue, lighting, and glare make acuity worse.

    A student measuring 20/400 in the morning may function closer to 20/200 by afternoon or vice versa.

    On a Snellen chart, missing just one or two letters can shift a child from 20/200 to 20/400.

    This is why seating, lighting, contrast, and consistent access tools matter.


    20/400 is not a measure of intelligence

    It is a measure of access.

    With the right tools, students with 20/400 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.


    Understanding Vision in Children: What Visual Acuity Really Means

      Signs of Low Vision in Children Even when they Pass Screening

      What 20/40 Vision Means and Why “Almost Normal” Still Matters

      20/70 Vision Explained: What It Really Means and How It Affects Daily Life

      What does 20/100 vision look like?

      20/200 Vision Explained: What Everyone Gets Wrong About “Legal Blindness”

      What Does 20/400 Vision Look Like?

      What does 20/800 vision look like?

      When Vision Problems Look Like Misbehavior: What Parents and Teachers Miss

  • What does 20/800 vision look like?

    What does 20/800 vision look like: 20/200 vision compared to 20/800
    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

      Signs of Low Vision in Children Even when they Pass Screening

      What 20/40 Vision Means and Why “Almost Normal” Still Matters

      20/70 Vision Explained: What It Really Means and How It Affects Daily Life

      What does 20/100 vision look like?

      20/200 Vision Explained: What Everyone Gets Wrong About “Legal Blindness”

      What Does 20/400 Vision Look Like?

      What does 20/800 vision look like?

      When Vision Problems Look Like Misbehavior: What Parents and Teachers Miss


  • What does 20/100 vision look like?

    What does 20/100 vision look like: 3 comparisons: 20/20, 20/100 and 20/200
    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

      Signs of Low Vision in Children Even when they Pass Screening

      What 20/40 Vision Means and Why “Almost Normal” Still Matters

      20/70 Vision Explained: What It Really Means and How It Affects Daily Life

    What Does 20/70 Vision Look Like?

      What does 20/100 vision look like?

      20/200 Vision Explained: What Everyone Gets Wrong About “Legal Blindness”

      What Does 20/400 Vision Look Like?

      What does 20/800 vision look like?

      When Vision Problems Look Like Misbehavior: What Parents and Teachers Miss

  • 20/200 Vision Explained: What Everyone Gets Wrong About “Legal Blindness”

    20/200 vision explained-in the distance and up close with 1 line seen at 20/20 perfect vision
    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

      Signs of Low Vision in Children Even when they Pass Screening

      What 20/40 Vision Means and Why “Almost Normal” Still Matters

      20/70 Vision Explained: What It Really Means and How It Affects Daily Life

      What does 20/100 vision look like?

      20/200 Vision Explained: What Everyone Gets Wrong About “Legal Blindness”

      What Does 20/400 Vision Look Like?

      What does 20/800 vision look like?

      When Vision Problems Look Like Misbehavior: What Parents and Teachers Miss

  • How to Get a Job Today: Must-Have Technology Skills for Success

    How to get a Job-Woman at PC with display
    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.


    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

    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 TypeApprox. 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%

    Go Professional: LinkedIn with Jaws

  • Teens Feeling Overwhelmed: The Truth About the Weight They Carry Alone

    Theme: The Weight They Carry

    Blind Teens See a World That Rarely Sees Them Back-They scroll social media with braille display and
    Blind Teens See a World That Rarely Sees Them Back-They scroll social media with braille display and

    The Silent Exhaustion Teens Carry Into the Classroom

    The bell rang at 7:05 AM, but most of the class did not look up. At the front of the room, Ms. Sage watched them, really watched them and saw something most adults miss. In moments like this, it becomes clear why so many people are talking about Today’s Teens Feeling Overwhelmed. Twenty‑seven juniors sat in rows; faces washed in the cold glow of their screens. Their thumbs moved faster than their eyes. Notifications popped like fireworks. Someone laughed at a meme. Someone posted a photo… then deleted only minutes later because of fear someone judging the image.

    Ms. Sage stood with sadness and concern.

    The Hidden Weight Social Media Places on Today’s Teens

    She had taught for thirty‑two years, but this generation was different. Not worse, just heavier. According to the latest national data, 57% of teen girls and 29% of teen boys now report persistent sadness or hopelessness, the highest levels ever recorded. And teens who spend more than three hours a day on social media which is nearly all of them, are twice as likely to experience symptoms of anxiety and depression.

    She saw those numbers every day in their faces: tired, anxious, overwhelmed, disconnected, and fragile.

    “Phones away,” she said gently. “All the way away.”

    A few groaned. One boy rolled his eyes. But they obeyed.

    On her desk sat a plain cardboard box. Nothing special. But today, it mattered.

    “I want you to write down one thing,” she said, handing out slips of paper. “Not your name. Not a joke. Just the truth.

    Then she turned to Suzy and John, her blind students. “You two can text me using SendAnonymousSMS,” she said. “I’ll copy your message onto a paper slip and drop it in the box with the others.” “That way no one will know who it’s from.”

    She looked back at the room. “Everyone Write down the thought that runs through your mind — your heart — whenever you scroll your accounts. The one you never say out loud.”

    The room stilled. Eyes wide.

    When Comparison Becomes a Daily Battle for Teens

    A cheerleader in the back, Lila, known for her perfect Instagram feed, stared at her blank paper under crushing pressure to “look” perfect. Her hands trembled. Just last week, she had confessed to the counselor that she spent over eight hours a day comparing herself to girls she did not even know, staying up late and scrolling into the early morning hours. And she was not alone. National surveys show that 46 percent of teens say social media makes them feel worse about their bodies and their families, and one in three teen girls say they feel “ugly” because of what they see online.

    Every day, they scroll past smiling faces, perfect vacations, flawless skin, and filtered happiness and somewhere deep inside, they start believing everyone else is living a better life. They compare those highlight reels to their own quiet struggles and convince themselves they’re the only ones who feel sad, lonely, or left out.

    Lila finally wrote something down and continued to move her pencil across the paper.

    The Loneliness Behind the Laughs

    Next to her, Jordan, the class clown tapped his pencil. He had 12,000 followers on TikTok. People loved him. But last month, he told a friend he felt “fake.” Research shows that teens who curate a “perfect” online persona are three times more likely to report loneliness, even when surrounded by people.

    Jordan knew that feeling too well. He had one friend he could joke around with, someone he could confide in on the surface, but no one he trusted deeply. His parents had split two years ago, and his mom now worked two jobs just to keep the lights on. Most nights, he ate dinner alone while his sister stayed in her room, scrolling and picking at her food. They did homework alone. They fell asleep alone. The silence in the house made the loneliness louder, and the more he scrolled through everyone else’s “happy” lives, the more he believed he was the only one who felt this empty even though he saw the same despondent look on his sister’s face. So, he posted constantly, leaning into his class‑clown persona, trying to joke the loneliness away.

    Blind Teens See a World That Rarely Sees Them Back

    In the front of the room, Suzy and John knew what it felt like to be outsiders. Being blind set them apart before they even opened their mouths, and the feeling only sharpened when they scrolled through social media. With apps that read pictures aloud, the isolation deepened because no matter how many posts they explored, they rarely found people who were like them, lived like them, succeeded like them. They searched for blind mentors who could show them what was possible, yet they found few and sometimes none. Each empty search pressed the loneliness deeper. Students rarely talked with them because their blindness created a barrier built from difference and fear. Still, they kept scrolling, because that’s what teens did, even when it hurt.

    Most of the class was not made up of kids like Lila, Jordan, or the school’s sports heroes. It was kids like Joe and Sue, the ones who sat in the back or middle rows, who blended in, who were never chosen first for anything. They weren’t popular, not even close, and they felt it every day. Students like Joe and Sue were the ones pushed aside in hallways, called hurtful names, talked over in group projects, laughed at for clothes their families could afford or hobbies no one else understood. They watched the popular kids climb the social ladder while they stayed invisible on the bottom rung, and the invisibility hurt almost as much as the teasing and social media scrolling. Being unseen didn’t protect them; it only made the loneliness sharper.

    Brilliance and Secrets

    Then, there were the two brilliant minds in the room: Jessica and James. The kind of students who competed at everything, from test scores to running for class president to who could finish the assignment first. They seemed happier than most, partly because they checked their social media feeds far less often than everyone else. They still used it — they were teens, after all — but they’d learned that too much scrolling made them feel worse, so they kept their distance when they could.

    Even so, that choice, along with their drive, set them apart in a different way. They were the outliers, the only two who cared more about academics and future goals than trends or popularity. And because of that, some kids picked on them, calling them “perfectionists” or “teacher’s pets,” never understanding that Jessica and James weren’t trying to outshine anyone — they were just trying to build a future shaped by the dreams their parents had poured into them. That came with its own kind of pressure. When they fell short of what their parents expected, it hit their hearts harder than anything they could ever read online.

    The Emotional Pressure Today’s Teens Feel but Rarely Share

    Across the room, Tyler, the star running back with the big smile, the one everyone assumed had it all together leaned back in his chair, spinning his pen between his fingers. On the field, he was unstoppable. In the hallways, he walked with the kind of confidence people mistook for certainty. But inside, he was unraveling. Athletes are often seen as the “strong ones,” yet studies show they experience depression at the same rates as their peers; they just do not talk about it. Tyler lived that statistic.

    He had teammates he joked with, guys he could talk football with, but no one he trusted with the truth. He had one friend he could confide in superficially, but no one who knew him deeply; no one who understood the pressure he carried. His parents had split last year, and his dad moved two states away. His mom worked double shifts at the hospital, leaving before sunrise and coming home long after he’d gone to bed. Most nights, the house was dark and quiet, and Tyler ate dinner alone at the counter, scrolling through highlight reels of other athletes who seemed stronger, faster, happier.

    Online, he saw boys his age posting scholarship offers, perfect bodies, perfect lives. He compared their victories to his private fears and convinced himself he was falling behind. Research shows that nearly 1 in 3 teen boys feel pressure to appear “strong” online, and many hide their stress behind humor, sports, or silence. Tyler was no different. The louder the crowd cheered on Friday nights, the more alone he felt walking off the field.

    He tapped his pencil harder. Then, slowly, he picked up his paper and began to write.

    The Truth Teens Admit Only When They Feel Safe

    One by one, they walked up and dropped their slips inside.

    Ms. Sage waited until the last student sat down. Then she opened the box.

    She pulled the first slip…and read.

    “I feel invisible unless someone likes my posts.”

    Another.

    “I delete every picture of myself. I hate how I look.”

    Another.

    “I check my phone 200 times a day because I’m scared I’ll miss something and people will forget me.”

    Another.

    “I pretend I’m confident online. I’m not.”

    Another.

    “I don’t know who I am without my phone and my likes.”

    She paused. The room was silent. No one moved.

    Then she read the one that made her throat tighten.

    “I don’t want to be here anymore… Everyone else looks happy, and I feel lost, hurting, and completely alone.”

    The Centers for Disease Control and Prevention (CDC) reports that 22% of teens have seriously considered suicide, and the rates are rising fastest among those who spend the most time online. Ms. Sage knew that statistic. But hearing it in her classroom, in a child’s handwriting was different.

    She folded the paper gently and stifled her tears.

    Breaking the Lies Teens Believe About Themselves

    “This,” she said, resting her hand on the box, “is what you’re carrying; this heavy, invisible weight.”

    Her voice softened.

    “And you need to know something. You are not the only one.
    Everyone who scrolls feels this pressure in some way, even adults.
    Loneliness is quietly shaping all of us, more than we admit.”

    She looked up, steady and kind.

    “You’re not strange for feeling overwhelmed.
    You
    are not weak for feeling the ache.
    You’re human.
    And you’re not carrying this alone.”

    Seeing Through the Lies of Social Media

    What you see online is not real life. What you feel is real, but it is not the end of your story.” Talk with each other about truth and make a friend, knowing that what is online, is a persona, something false pretending to be real. Your “likes” should come from right here in this room or at home.

    Many students wiped their eyes.

    Lila reached over and squeezed another cheerleader’s hand as she began to weep uncontrollably.

    For the first time all year, they weren’t scrolling. They were listening. They were human again and looking around at each other.

    Ms. Sage closed the box slowly, her hands resting on the cardboard as if it were something alive. Then she looked up.

    “We’re not leaving this here,” she said quietly. “Come with me.”

    The students exchanged confused glances, but no one argued. She picked up the box, hugged it to her chest, and led them out of the classroom, down the hallway, and through the back doors of the school.

    The winter air hit them first; sharp, clean, honest.

    Behind the building, near the maintenance shed, the old janitor, Mr. Alden, stood beside a metal burn barrel. Flames licked the rim, crackling softly. He nodded at Ms. Sage. They had arranged this.

    “This,” she said, holding the box tightly to her chest, “is where we let go of what we were never meant to carry alone.”

    The students formed a loose circle around the barrel. No one spoke. The only sound was the fire breathing.

    Letting Go of What Teens Were Never Meant to Carry Alone

    Ms. Sage opened the box. The folded slips of paper, their secrets, their fears, their midnight thoughts, rustled in the wind.

    “Every one of you wrote something real,” she said. “Something heavy. Something you’ve been holding in the dark. Today, we burn the lies that told you were alone and not seen.”

    She lifted the box and tipped it gently. One by one, the papers slid into the flames. They curled, blackened, and disappeared.

    A hush fell over the group. Some students stepped closer. Others wiped their eyes. Jordan and several boys shoved their hands into their pockets, blinking hard as they fought the ache. Lila and the cheerleader teammate mirrored each other without meaning to, arms wrapped tightly around their own bodies, heads bowed as tears were blinked back and slipping free. They stood in a protective posture girls slip into when they don’t want anyone to see them break, watching the fire as if it were rewriting their stories.

    Suzy pressed her head into her cane as rocked back and forth trying to comfort her pain. John stood next to her like a statue, gripping his cane so tightly his knuckles turned white, as he fought back tears.

    Burning Lies

    Because as the papers burned, they weren’t just burning confessions, they were burning the lies they had believed about themselves.
    The lie that they weren’t enough.
    Continued lie that everyone else was happier.
    The lie that they were alone.
    The lie that their worth depended on likes, followers, or filters.

    Tyler stepped forward. He reached out and waved the ashes and said “goodbye”, a quiet, aching release. Then another hand lifted beside him with “goodbye”. And another. And another. Soon the whole group stood around the barrel, their hands rising over the heat, each wave a soft, brave goodbye to the weight they had carried… and a trembling welcome to the freedom they were finally claiming.

    No one rushed or joked or hid.

    When the last ember died, Ms. Sage spoke again, her voice steady.

    “You don’t walk alone,” she said. “And the lies you waved goodbye to… they’re gone. You don’t have to carry them anymore.”

    Returning to the Classroom with a New Strength and Solidarity

    They stood there a moment longer, breathing in the cold air, feeling lighter than they had in years.

    Then, slowly, they walked back inside; not as strangers scattered across rows, but as a group bound by the truth that they were more alike than different.

    They were not alone.

    Learning to Use Social Media Without Losing Yourself

    Quitting social media isn’t really an option in this day and age; it’s about learning how to use it differently, in ways that lift you instead of draining you. You can follow people who inspire you, mute the accounts that make you compare yourself or feel worse about who you are, set smaller time limits (even a simple timer on your phone helps), and remind yourself that real connection happens in real conversations.

    And when you look up from your screen, you’ll start to notice the people around you, classmates who hurt too, who could use a friend, who might become real friends if you gave them a chance. Speak to someone at school, or give someone a call after school, invite them over for pizza and a movie, make popcorn, hang out, or get a couple of people together just to laugh and talk. You don’t need perfection to feel better, just a healthier rhythm, a middle ground where your screen doesn’t get to decide your worth or your friendships.

    Faith Reflection: The God Who Sees the Overwhelmed and Brokenhearted

    When life feels heavy and everyone else online looks happier, God sees what you’re carrying — the real you, not the filtered version. In Scripture, Hagar calls Him “El Roi — the God who sees me.” He sees your hurt, your questions, your loneliness, and He doesn’t look away.

    Psalm 34:18 says,
    “The Lord is close to the brokenhearted.”
    Not just the strong. Not just the confident.
    The brokenhearted.

    The thoughts you wrote down — the lies you’ve believed — don’t define you. God’s truth does.

    You are loved.
    And chosen.
    You are enough.
    And you are not alone.

    Even on the days you feel invisible, God whispers:
    “I see you. I’m with you. I’m not letting go.

    Video: Teens Feel Overwhelmed and Carry Heavy Stress Alone as Social Media Adds Pressure

    The Invisible Backpack: Noticing the Emotional Weight You Carry

    The Weight We Carry: Understanding Emotional Rucking

    Biblical Meaning of Luggage: Discovering Spiritual Lessons from Our Life’s Journey

  • Accessibility Barriers in Standardized Testing for Blind Students

    Access  Barriers in Testing for Blind Students- Difference between blind (1 item at a time) and sighted learners (see all in 1 look)
    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.

    Refer to: How Do Blind Students Learn?


  • How Do Blind Students Learn?

    Blind student reading Braille on paper, using a Braille display with a computer, and exploring a tactile graphic
    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:

    1. Read a question
    2. Refer back to a paragraph
    3. Return to the question
    4. 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.

  • LinkedIn with JAWS Commands

    Person navigating linkedin using braille display and screen reader
    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

    Other shortcuts below

    ActionShortcut
    Open cheat-sheetShift+?
    Search/
    Go to Homeg h
    Regionr
    move through menu itemsi
    Go to Messagingg m
    Go to Notificationsg n
    Start a post-cursor offn
    Next updatej
    Previous updatek
    React to updatel
    Comment on updatec
    Repost updater
    Share updates

    Watch Full Video of steps here: Navigating LinkedIn with JAWS screen reader

  • 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.
    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

    1. Cataracts
      • Affects 24 million Americans over 40.
      • By age 80, more than half of adults develop cataracts.
    2. Glaucoma
      • Over 3 million Americans have glaucoma.
      • Risk doubles every 10 years after age 40.
    3. Age-Related Macular Degeneration (AMD)
      • Leading cause of blindness in older adults.
      • Affects 11 million Americans, expected to reach 22 million by 2050.
    4. 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.


    How Different Eye Conditions Affect What We See

    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

    Cataracts-blurry and gets blurrier as cataracts thicken

    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)

    macular degeneration is central vision is black

    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

    missing central vision-the youth version of macular degeneration

    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

      Signs of Low Vision in Children Even when they Pass Screening

      What 20/40 Vision Means and Why “Almost Normal” Still Matters

      20/70 Vision Explained: What It Really Means and How It Affects Daily Life

      What does 20/100 vision look like?

      20/200 Vision Explained: What Everyone Gets Wrong About “Legal Blindness”

      What Does 20/400 Vision Look Like?

      What does 20/800 vision look like?

      When Vision Problems Look Like Misbehavior: What Parents and Teachers Miss

  • Access Tech Lessons

    Access Tech Lessons for all ages
    Students of all ages using Technology

    Access Technology: Your Path to Independence

    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.

    Welcome to Access Tech Lessons. Your journey starts here. Contact: TechVisionTraining@yourtechvision.com
    For inspiring stories about family and living with blindness, explore our Stories section.

  • Calibre-Translate epub or anything to docx for Digital Book Management

    Calibre’s Windows download page offers a powerful, free tool for managing digital books across platforms, making it an excellent choice for tasks like using Calibre-translate EPUB to DOCX format. Whether you need to translate epub files to docs or other formats, Calibre is compatible with Windows 10 (version 1809 and above) and is a one-stop solution for digital management, of e-book conversion, library organization, and device syncing.
    Key features include:

    • Multi-format support: Convert between EPUB, MOBI, PDF, and more, including Calibre-translate EPUB to DOCX
    • Device syncing: Seamlessly transfers books to Braille displays and screen reader-compatible devices
    • Customizable interface: Works well with JAWS, NVDA, and other assistive technologies, ensuring easy use when you translate EPUB to docs using Calibre
    • Legacy support: Older versions available for Windows 7, 8, and early Windows 10 builds

    Whether you’re a blind reader using a Braille display or an educator curating accessible content, Calibre empowers users to take control of their digital libraries with clarity and ease. It especially excels in tasks like Calibre-translate EPUB to DOCX.
    Please remember to contribute to their great efforts in making life easier, especially with tools like Calibre-translate EPUB to DOCX

    Learn about many more book reading options especially reading books galore with screen readers

    Calibre picture of books stacked up by a laptop computer

  • Preventing Due Process, upholding Rights

    The way to prevent due process for blind and visually impaired students is by proactively addressing their specialized needs. Ensuring compliance with FAPE (Free Appropriate Public Education) is essential. This fosters an educational environment that gives full access to all students. For blind and visually impaired students, this means specialized instruction using access technology, Braille, Nemeth/UEB Math, tactile tools, and more. TechVision ensures the right team is in place to teach your child in real time. Students learn exactly what their peers are learning. They use a PC computer, screen reader, and Braille display. They receive remote instruction from a TechVision staff member. This can be in their room or in a session with their TVI and transcriber.

    TechVision Staff educate teachers on accessibility and train transcribers to make work accessible. Additionally, they help schools and parents understand what access to education truly means. Consequently, this approach enables schools and parents at home to support the independence of blind children. When these supports and accommodations are in place, visually impaired students can fully access their education and home environment, but ONLY with appropriate Access Technology Instructors.

    Appropriate Instructors mean Access Instructors can totally use the technology themselves in all areas and subjects with keyboard commands, screen readers and braille display. As a result, students experience inclusion and have their right to a Free Appropriate Public Education (FAPE) upheld. Everything together allows FAPE. The right tools are nothing without proper instruction with it. Ultimately, this stops due process if it has begun or prevents it before it gets to this point. By utilizing these strategies, parents and schools play a crucial role in preventing any due process issues from arising.

    Knowledgeable Instructors the STOP Due Process

    TechVision, LLC, led by Dr. Denise M. Robinson, specializes in providing comprehensive educational services for blind and visually impaired students. Here are some ways TechVision can help prevent issues related to FAPE (Free Appropriate Public Education) violations:

    1. Specialized Instruction: TechVision offers 1:1 remote instruction in technology, Braille, Nemeth code, and other blind skills. This ensures that students receive the necessary support to access their education effectively.

    2. Collaboration with Schools: TechVision works closely with school districts, teachers, and other educational personnel to ensure that the needs of visually impaired students are met. This collaboration helps in creating an inclusive learning environment.

    3. Training for Educators: TechVision provides training for school teams, including transcribers and teachers of the blind. This training equips educators with the skills and knowledge needed to support visually impaired students.

    4. Advocacy and Support: TechVision advocates for the rights of visually impaired students and ensures that their educational needs are addressed. This includes working with families and schools to develop and implement appropriate educational plans.

    5. Use of Technology: By leveraging cutting-edge technology, such as screen readers, Braille displays, and other assistive tools, TechVision empowers students to access information and navigate their education on an equal footing with their sighted peers.

    By providing these services, TechVision helps ensure that visually impaired students receive the education they deserve, while also supporting parents and schools in creating an inclusive and effective learning environment. By providing these services, TechVision can help prevent FAPE violations and ensure that visually impaired students receive the education they deserve.

    We are dedicated to resolving FAPE challenges in schools, ensuring that every student receives the education they need to access their education fully by supporting teachers, and helping schools on this exciting path to full inclusion.

    Investing in Education: Redirecting Funds for Maximum Impact

    When funds are no longer tied up in pre-process meetings or due process proceedings, they can be redirected to directly benefit students and teachers. This means more resources for specialized instruction, assistive technology, and accessible materials for visually impaired students, thus preventing due process from being needed. Teachers can receive better training and support, ensuring they are well-equipped to meet the needs of all students. Additionally, schools can invest in creating inclusive environments that foster independence and success for visually impaired children. By obtaining the right teachers for specialized instruction, like those from TechVision, schools can provide direct instruction tailored to each child’s needs. Ultimately, reallocating these funds enhances the overall educational experience and promotes a more equitable learning environment for everyone.

    Story of a full inclusive society: Lessons from Martha’s Vineyard

    FAPE Laws to Prevent Due Process

    Resources on FAPE (Free Appropriate Public Education) laws and Educational Access:

    1. Disability Discrimination: Providing a Free Appropriate Public Education (FAPE) – U.S. Department of Education.
    2. Free Appropriate Public Education – U.S. Department of Education.
    3. What is and isn’t covered under FAPE – Understood.

    These links provide detailed information about FAPE laws, including what is covered and how they protect the rights of students with disabilities. Familiarizing with these laws is crucial in preventing due process issues from arising in the first place.

    Access TechVision Instructors have helped many states and school districts resolve conflicts before reaching due process. We can teach your child the skills they need to succeed in school and life. Contact us for assistance in resolving any issues related to creating an accessible program for the blind and visually impaired at your school.

    TechVisionTraining@yourtechvision.com

  • Tiger 9 with Be My Eyes to “see” graphics for Math

    Dr. Robinson demonstrates the power of Tiger 9 with Be My Eyes. First demonstrating how to use Tiger 9 software from ViewPlus Technology, to translate math content and add graphics in WORD, emphasizing accessibility features for visually impaired users. She then explains the process of inserting and editing images, including the use of alt text and AI-powered tools for image description, using Be My Eyes APP. Finally, Dr. Robinson covers the steps for creating, editing, and embossing math with graphics, as well as translating and printing text for visually impaired individuals.

    Steps for Tiger 9 with Be My Eyes

    This tutorial on using Tiger 9 software with the Be My Eyes app guides users in to make math content accessible to visually impaired students.

    1. Tiger 9 Software: Dr. Robinson first demonstrates how to use Tiger 9 from ViewPlus Technology. Tiger 9 will translate math content and emboss graphics in Microsoft Word. This software enhances accessibility for visually impaired users by converting text and graphics into formats that assistive technologies can read.
    2. Inserting and Editing Images: Next, she explains the process of inserting and editing images in Word. She includes the use of alt text and AI-powered tools for image description. The Be My Eyes app provides detailed descriptions of math diagrams and other visual content to visually impaired students.
    3. Creating and Embossing Math with Graphics: Then, Dr. Robinson covers the steps for creating, editing, and embossing math content with graphics. This includes translating text into braille and printing it, ensuring that visually impaired individuals can access and understand the material.
    4. Practical Steps:
    • Practice using Tiger 9 software for math equations and graphics in Word.
    • Use the Be My Eyes app to describe math diagrams to visually impaired students.
    • Create profiles in Tiger software for efficient translation of math content to braille.
    • Complete math assignments in Word using audio, braille display, and embossing graphics and math work.

    You can watch the full tutorial on YouTube here.

    Be My Eyes Translation of math image
    Be My Eyes Translation of math image

    Access More Tiger Math Lessons

  • Emboss Math with Tiger 9 TSS in WORD

    This video takes you through setting up the Tiger 9 software from ViewPlus Technology for translating math equations into braille so you can emboss Math with Tiger. Dr. Robinson demonstrates how to access the Tiger ribbon, open her existing profile settings, and configure options like the braille type and math notation style. She also shows how to adjust ink settings if needed for embossing printed text alongside braille. Then she translates the math and gets it ready to emboss for student.

    Tiger 9 Math Translation and Editing


    Dr. Robinson demonstrates how to use Tiger 9, to translate math content in Word. She use a 40 cell FOCUS braille display but emphasizes the importance of using an 80-cell braille display if the student is going into math or STEM fields. Dr. Robinson also explains how to use the WORD math equation editor or Braille math editor on the Braille display to emboss Math with Tiger. She concludes by solving a right triangle problem using the math contents then embossing the math for hard copy if desired.

    Emboss Work with Tiger 9 in WORD
    Emboss Work with Tiger 9 in WORD

    Go onto learn how to emboss graphics in WORD using Tiger software also for students to feel all needed math symbols and pictures to learn on their own. Ideally, all students have embossers at home. ViewPlus embossers with software are fully accessible for all exclusive screen reader users.

  • Tricks to Learning Math

    Tricks to Learning Math

    Dr. Robinson emphasizes practical and efficient math strategies for visually impaired students using assistive technology. Moreover, she demonstrates accessible solutions that empower students to engage independently in math tasks. Some of the best tricks to learning math for visually impaired students include understanding how to use technology effectively. For example, she teaches the Word Math Editor, activated with Alt+Equals, which enables students to access and edit equations effectively. Furthermore, this tool allows students to calculate expressions, such as a circle’s area, using keyboard shortcuts for greater efficiency. In addition, she introduces the Braille Math Editor, which enhances accessibility and provides tactile support for understanding complex math concepts. Continue with Advanced Math with LaTex using Mathkicker.AI-Matrices also.

    Dr. Robinson configures Braille displays and the Braille Math Editor to improve accessibility and clarity for students. Students solve problems efficiently by using built-in features like scientific calculators and shortcuts such as Ctrl+C and Ctrl+V.

    Dr. Robinson demonstrates advanced techniques, including LaTeX for math notation and proper vinculum coverage in equations. She converts equations between professional and linear formats to ensure accuracy in math tasks. Knowing tricks to learning math, such as using LaTeX, can greatly benefit students. Add Tactile Math Tools for even better understanding.

    She teaches code structures and tools to help students work independently with their peers during lessons. By optimizing settings and using shortcuts, students gain confidence and efficiency in solving complex math problems.

    Dr. Robinson ensures students participate fully in math classes and achieve academic success. Her methods, which include easy ways to learn math, integrate the latest assistive technologies to empower visually impaired students in STEM fields.

    Increase Learning in Nemeth also with Digital Math in WORD and Braille Math Editor for Nemeth or UEB Input/Output via MathCat with JAWS or NVDA

    Continue advancing your math skills with Desmos Graphing Calculator and creating all shapes but we focus on Geometry. You learn how to create graphs with solid or dotted lines with color and more. Find the steps you need to compete with your peers in this video. More Mathkicker lessons to show you the ease of completing math quickly to hand into teachers.

    Ask TechVision to Teach directly to teachers for School’s Professional Development Days.

  • Professional Development for Teachers

    FOR the Blind-VI, Transcribers, etc. learning to your needs

    Professional development for teachers and other personnel is generally designed for the broader teaching community. However, teachers of the blind and visually impaired can request specialized instruction on these days. TechVision offers tailored learning experiences for teaching and learning with screen readers, braille displays, and other access technology. With TechVision, educators can acquire the specific skills   needed to help their students learn and access education. This Professional Development for Teachers allows their students to be on the same level as their peers over time. It also helps teachers develop tech competencies for the year. Specialized professional development helps to guide and ensure that all students, regardless of their visual abilities, can compete on an equal footing with their sighted peers.

    It’s that time of year when everyone signs up for professional hours. You can join the Regular Pack, but if you need something specific for teachers of the blind, TechVision offers specialized instruction. Learn how to teach students and develop your own skills, including transcriber skills. Professional Development for Teachers often includes learning how to deal with specialized educational needs. Contact TechVision Training to learn like our students who use screen readers.

    Learn math, low vision tricks, and screen reader commands. Learn all things Google, braille embossers, and Tiger software. Master JAWS or NVDA commands, browser skills, and voice profiles. We teach everything, from box and whiskers in Excel or Google to formatting APA and MLA papers in Google Docs or Word. Learn PowerPoint or Google Slides, making them accessible and visually appealing. We offer professional development throughout the year, including one-on-one or group sessions. This ensures that during big professional development days, you are already well-prepared for exactly what you need to learn. TechVision provides another avenue to learn the skills necessary to teach your students effectively with Professional Development for Teachers. Let us know if we can help: TechVisiontraining@yourtechvision.com. In the meantime, improve the speed of your computer.

    Professional hours list and you add what you need
    Professional hours list and you add what you need

    Professional Development Opportunities for Teachers and More

    Digital Math in WORD and Braille Math Editor for Nemeth or UEB Input/Output via MathCat with JAWS or NVDA

    Teach or Learn UEB Math with JAWS and Braille Display

    UEB Math Lessons Galore with AI

    Desmos Graphing Calculator

    Creating Geometry Tables in Desmos from WORK

    Geometry in DESMOS graphing Calculator with screen reader

    STEM: Desmos with JAWS and Embossing

    Use Desmos graphing calculator to emboss graphs & insert Graphs into Math Work for teacher

    3D graphing calculator with screen reader commands in Desmos

    Desmos graphing calculator with shaded Parabolas, screen reader, braille display and embosser

    Drag and Drop with Desmos using graphing games with JAWS

    Desmos Graphing Calculator: Creating and Exporting Graphs

  • Advanced Math with LaTex using Mathkicker.AI-Matrices

    In today’s digital age, technology has transformed how we approach learning, especially in subjects like accessible math. More importantly, this transforms how all screen reader users can access math like their peers. MathKicker.AI math program provides access to AP classes and advanced math for high school and college students. This accessible tool caters to diverse learning needs, offering compatibility with various screen readers. This video features Advanced Math with LaTex and shows how it can enhance your mathematical skills, making complex equations easier to tackle.

    Matrices

    Dr. Robinson explains the basics of navigating MathKicker.AI. Matrices can easily create a Matrix with Alt = and type it in LaTex. This quickly provides accurate math and F9 will allow you to see and enter LaTex. You can also learn the LaTex from just typing the math into Mathkicker. The session showcases the ease of solving matrix equations, demonstrating how to find the matrix C resulting from matrices A and B.

    Throughout the demonstration, Dr. Robinson shares tips for efficient navigation, including using the home key and arrow keys to read through equations. She highlights the functionality of the F9 key for processing inputs and emphasizes the need to verify details when working with complex equations.

    Advanced Math with LaTex in Mathkicker.AI

    As she works through a specific problem, Dr. Robinson illustrates how to structure equations and maintain clarity while performing calculations. Remember to double-check your work and she encourages people to utilize the program’s features for swift problem-solving.

    By the end of the session, Dr. Robinson summarizes the output clearly, showcasing the successful application of Math Kicker. She encourages students to explore this tool for enhancing their math skills, particularly in higher education and advanced high school courses.

    This tutorial not only highlights the software’s capabilities but also empowers screen reader users and all students to embrace technology in their learning to keep up with their peers.

    Mathkicker editor with Jaws or NVDA and display for math access
    Mathkicker editor with Jaws or NVDA and display for math access for advanced math

    Other Math Lessons from Basic Math to Advance Skills

    Many Lessons on Matrices and other math skills

    FIRST Lesson: Optimizing Windows 11 Efficiency for Screen Reader with Key Settings and Configurations

    Digital Math in WORD and Braille Math Editor for Nemeth or UEB Input/Output via MathCat with JAWS or NVDA

    Digital Math with UEB, NVDA completing Matrices in WORD

    MathKicker. AI for Matrices with NVDA or JAWS-Speed in completing Work

    Geometry and Graphing in Desmos

    Geometry-” Drawing” shapes in Desmos

    Making the Inaccessible—Accessible

    Digital Quadratic Math with Jaws or NVDA in Mathkicker.ai – auditory and/or braille display

    Transcribe math images into text in WORD math editor with Mathkicker and transcriber tricks – YouTube

  • Blind Baseball Announcer Keith Bundy Lives his Dream

    Keith Bundy, a blind baseball announcer, shared his journey of overcoming obstacles to live his dream as a sports announcer. Mr. Bundy, blind since childhood, longed to play sports but lacked opportunities in Southern Indiana. Listening to baseball broadcasts fueled his dream. In 2001, he received an invitation to announce an American Legion Baseball game. With family support and a refreshable braille display, Bundy began announcing for teams semi-professionally.

    Blind Baseball Announcer Keith Bundy Inspiring Journey-watch on YouTube

    On August 29th and 30th, significant events took place in Madison, South Dakota. The Dakota State University Trojans and the Madison Bulldogs both won their first games in their new stadiums. However, a less noticed but equally significant event occurred on August 29th. Keith Bundy, who grew up blind in Southern Indiana, fulfilled a lifelong dream by becoming an announcer in stadiums. It was a monumental day for Blind Baseball Announcer Keith Bundy.

    Growing up, Keith was passionate about sports but couldn’t participate due to his blindness. He spent many nights listening to baseball broadcasts and dreaming of being part of a team. In 2001, a chance opportunity to announce an American Legion Baseball game changed his life. With the support of his family and the use of assistive technology like a refreshable braille display, Keith began announcing baseball games. Over the years, he announced for various teams, including Dakota State University and the Madison Broncos.

    Blind baseball announcer Keith reading stats from braille display
    Blind baseball announcer Keith reading stats from braille display

    Keith is FIRST person to in new stadium

    On August 29th, Keith became the first person to announce an event in the new stadium, a moment he described as humbling and significant. He emphasized that blindness is not an insurmountable obstacle and credited his success to the right circumstances, a strong work ethic, and the support of many people, including his wife Peggy and his friend Tom Frel. Blind Baseball Announcer Keith Bundy has shown that anything is possible with the right support.

    Keith’s story is a testament to perseverance and proper education. Most of all, the power of community support in achieving one’s dreams.

    Blind individuals, with the right instruction and tools, can achieve their dreams just like anyone else. By learning essential skills, such as using assistive technology, braille, or orientation and mobility training, they can overcome obstacles that once seemed insurmountable. With guidance tailored to their needs, they gain confidence, independence, and the ability to pursue passions, whether in academics, sports, or careers. By embracing the right resources and support, blind people can turn their dreams into reality and thrive in any field they choose.

    Lessons to Help you Live YOUR Dreams

    Braille Math in Word with editor, JAWS, braille display and ease for multi-line math problems

    Graphing Inequalities, functions and shading with Desmos and screen reader

    Create Geometry Shapes from Math Work in Desmos with screen reader

    Geometry in DESMOS graphing Calculator with screen reader

    Desmos graphing calculator with shaded Parabolas, screen reader, braille display and embosser

    MLA APA format paper writing-Tech Tip

    Other Inspiring Stories

    Braille Math editor Contracted out, computer in mode with Tay–most efficient

    Jaws Braille Math editor in Word by Aubrey

    Braille Math Editor in Word with Jaws, Focus Braille Display by Campbell

    Atlanta Teen para-climber heading to Switzerland Olympics- Raveena Alli

    Microsoft Word MLA format with Christopher Duffley

  • UEB Math Lessons Galore with AI

    Unified English Braille (UEB) was officially adopted by the Braille Authority of North America (BANA) in November 2012. However, the implementation of UEB, including its use for math and science, began in January 2016. It’s important to note that while UEB was adopted, the Nemeth Code for Mathematics and Science Notation continues to be used in the United States. Many students learn both UEB Math and Nemeth Code, allowing them to advance in their learning regardless of the math materials they receive, giving them access to UEB Math Lessons Galore.

    Today, over eight countries, including Australia, Canada, South Africa and the United Kingdom, use UEB Math. Other countries lack access to assistive technologies, including braille, is a significant challenge globally. Nearly one billion people with disabilities, particularly in low- and middle-income countries, lack access to these essential tools1. Additionally, almost half of the world’s population, around 3.7 billion people, remain offline and disconnected from digital technologies2.

    For those people in poorer countries who can acquire access technology but not braille, there are auditory options for learning. Here is a way to Teach or learn UEB Math in WORD.

    More options for JUST auditory learners or braille learners and taking totally inaccessible images of WORD and making them accessible using Mathkicker.AI.

    UEB math Lessons galore with Mathkicker AI
    UEB math Lessons Galore with Mathkicker AI

    Setup Computer and Screen Readers first

    Optimizing Windows 11 for Screen Reader Efficiency with Key Settings and Configurations

    MathCAT-set it up with NVDA or JAWS, UEB MATH or Nemeth with screen readers

    Hayes learns proper Word setup for Math with Math Editor and Jaws commands with brailliant display

    Setting up Braille Math editor in WORD to left justify and work in computer and contracted braille

    UEB Math Lessons Galore with JAWS or NVDA

    Prepare for College: Trigonometry with Math Editor: LaTex or Braille, JAWS or NVDA

    Highlights of 8 videos in: Nemeth or UEB via MathCat: Math Access in WORD and Braille Math Editor with JAWS or NVDA

    Digital UEB Math & Braille Math Editor in WORD with JAWS UEB Mode

    UEB Math using Braille Math and Word Math Editors with Jaws and split-braille-for-buffer-mode

    UEB Math with NVDA in WORD using unicode-LaTex or Braille -easy to advanced math

    Digital Math with UEB Math, NVDA completing Matrices in WORD Math Editor 365

    JAWS or UEB Math in WORD Math Editor-Unicode-LaTex Braille=learning easy to advanced math

    Quadratic Formulas with UEB Math or Nemeth and/or display with JAWS audio & MathCat

    Matrices in WORD Math Editor-Braille Math editor with Jaws using LaTex, auditory and/or Braille

    MathKicker. AI- Solutions to Math Issues

    Digital Quadratic Math with Jaws or NVDA in Mathkicker.ai – auditory and/or braille display

    Complete Advanced Math with LaTex to finish math fast using Mathkicker.AI, JAWS, NVDA and/or display

    Math & AI =Mathkicker.ai convert PDF math or any work into WORD docx.

    Perfect Digital Math at all levels using only audio or tactile Braille or both in Mathkicker.ai

    Math & AI is MathKicker.ai — convert to .docx from clipboard- make inaccessible accessible

    Mathkicker.ai-take an image of math and make it perfect Math in Word Math editor with screen reader

    Mathkicker.AI -change Math PDF to text in WORD Math editor in less than a minute with screen reader

    Graphing, Split Braille and More

    Transcribe Math into Word documents for blind students using Math editor, Jaws and a Braille Display

    Quadratic equation and how to fix math mistakes, braille math editor, Jaws in Word Math editor

    Braille Math in Word with editor, JAWS, braille display and ease for multi-line math problems

    Graphing Inequalities, functions and shading with Desmos and screen reader

    Create Geometry Shapes from Math Work in Desmos with screen reader

    Geometry in DESMOS graphing Calculator with screen reader

    Desmos graphing calculator with shaded Parabolas, screen reader, braille display and embosser

    Students with Math

    Braille Math editor Contracted out, computer in mode with Tay–most efficient

    Jaws Braille Math editor in Word by Aubrey

    Braille Math Editor in Word with Jaws, Focus Braille Display by Campbell

    More YouTube Channel solutions

  • Geometry in DESMOS graphing Calculator with screen reader

    The DESMOS Graphing Calculator offers a powerful and accessible tool for blind and visually impaired students to explore geometry and all mathematics. By integrating seamlessly with screen readers like JAWS and NVDA, DESMOS provides real-time audio feedback and tactile support, enabling students to plot points, create shapes, and analyze graphs. With features like Audio Trace and braille compatibility, this innovative tool ensures that all learners can engage meaningfully with geometric concepts, fostering independence and confidence in STEM learning. Combine with embossing what is created gives the whole picture to a student under their fingers.

    Using the DESMOS Graphing Calculator with a screen reader, such as JAWS or NVDA, gives blind and visually impaired students accessible tools to engage with geometry and other mathematical concepts.

    Key Features of Geometry in DESMOS graphing Calculator with screen reader

    1. Screen Reader Compatibility: First, DESMOS integrates with screen readers, offering spoken feedback for graph creation, interaction, and navigation. It reads inputs aloud.
    2. Graphing and Plotting Points: Next, students plot points, lines, or shapes using equations or coordinates. The screen reader then reads back the corresponding inputs and outputs.
    3. Geometric Shapes: Additionally, DESMOS supports various geometric figures like circles and triangles. Students define these shapes, and the screen reader provides immediate feedback.
    4. Accessibility Features: Moreover, the “Audio Trace” feature converts visual graphs into sound. Pitch and tone changes represent graph shifts, offering an auditory experience.
    5. Tactile Representation: For tactile interaction, emboss the graph or use refreshable braille displays which allow students to access the calculator’s output, further enhancing their understanding of graphs.
    6. Exploration of Graphs: Meanwhile, users navigate graphs with arrow keys, and the screen reader offers real-time feedback on points, intersections, and key areas.
    7. Labeling and Describing: Finally, DESMOS allows labeling of points and graphs. The screen reader reads these labels aloud, improving organization and understanding of complex graphs.
    Desmos Geometry shape with dotted line solutions
    Desmos Geometry shape with dotted line solutions

    By leveraging these features, blind or visually impaired students can effectively learn and apply geometric concepts, making DESMOS a valuable tool for STEM education. If Desmos is not an option Excel works well also with shapes. Continue learning anything you need and if you cannot find it, just ask.

    Find more with Desmos:

    Creating Geometry Tables in Desmos

    Desmos 3D graphing

    for STEM and Embossing in Desmos

    Desmos and inserting graphs into Math Work in WORD

    Creating shaded Parabolas in Desmos

    Games with Desmos with Drag and Drop

    Drag n Drop with JAWS on Macmillan

    JAWS and MathCat

    Unicode with UEB Math

  • Access Training

    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.

    Zoom remote instruction
    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 provides lessons in access technology through yourtechvision.com and our YouTube Channel.

    To Maximize the Effectiveness of these Lessons

    TechVision’s empowers lifelong learning and independence. Additionally, our YouTube Channel and website offer ongoing access to essential skills and demonstrations.

    Let us know how we can help you: Contact US: TechVisionTraining@yourtechvision.com

  • Optimize Windows 11 for Screen Readers | Essential Settings and Configuration

    Optimizing Windows 11 Efficiency for Screen Reader with Key Settings and Configurations takes an hour most often 2 or so to complete. Longer if you are new to screen reader and how Windows 11 works. It is different than other OS systems so give yourself grace as you learn all there is to know about this system. As you move through your keyboard and discover you would like a particular key somewhere, like the applications key, you can remap a key to create that yourself. AND, you MUST have Local Admin on School Computers.

    How to setup Computer for Optimizing Windows 11 Efficiency

    • Change Taskbar Settings
    • Update Computer every day
    • Go to task manager and disable anything you do not need at start up
    • Go to Power Options and change from Sleep to Shut Down when you press Shut down button
      • take off sleep options in general unless you are advanced user
      • Keep in mind that your screen reader cannot reset or the RAM clear if you computer is in sleep mode or hibernate mode
    • Go to Addition Mouse setting and select the “snap to” mouse option and CTRL option
    • Turn off Touch pad- if you do not your palm will touch the mouse pad and auto activate items or move your cursor on your computer. This equals huge frustration to a screen reader user.
    • Windows T and clear that taskbar–this is million dollar real-estate to access programs fast
    • Setup WORD
    • Go to control panel and setup Sound card options
    • Windows and adjust other sound options using sndvol.exe
    • Setup Gmail and Drive and learn new commands
    • Setup Outlook
    Optimizing Windows 11 Efficiency with Taskbar setting
    Taskbar setting for Windows 11 setup

    Efficiency for Screen Readers and other Setup Skills

    Setup or adjust Screen readers and Braille Display for Optimizing Windows 11 Efficiency

    Proper Set up Windows 11 to work with screen readers and braille displays is crucial for visually impaired users. This configuration ensures smooth interaction with the system, giving users full access to information and applications such as Gmail for optimizing access..

    1. Accessibility and Independence

    Configuring Windows 11 for screen readers like JAWS, NVDA, or Narrator, and integrating braille displays, provides full independence. Without proper setup, tasks such as reading documents, browsing, or using software become challenging. A well-configured system ensures all functions are accessible.

    2. Productivity and Efficiency

    Screen readers and braille displays let users interact quickly with the system. Setting up Windows 11 for compatibility speeds up responses to commands. It also ensures smoother transitions between applications, making multitasking more efficient. Proper configuration prevents lag or software conflicts, which increases productivity in school and work settings.

    3. Customization for Personalized Needs

    Each user has different needs. Windows 11 allows users to customize screen reader settings (e.g., speech rate, verbosity, and key commands) and braille displays (e.g., output type and formatting). These adjustments create a personalized experience, improving comfort and reducing frustration.

    4. Enhanced Braille Support

    Windows 11 offers enhanced braille support when paired with leading screen readers. Proper setup lets users access seamless braille input and output for text and math. It also allows advanced navigation of documents. Correct braille display configuration ensures accurate reading and editing of both simple text and more complex content.

    5. Compatibility with Updates

    As Windows 11 updates, keeping screen readers and braille displays integrated is essential. A well-maintained setup ensures new features or security updates don’t disrupt accessibility tools. This is vital for maintaining ongoing access such as the new Google Commands for navigation.

    Key Setup Steps for Optimizing Windows 11 for Accessibility:

    • Ensure Compatibility: Install the latest versions of screen readers and braille display drivers compatible with Windows 11.
    • Enable and Configure Narrator: Windows 11 includes Narrator, which can be set up for basic tasks if needed.
    • Customize Keyboard Shortcuts: Set up shortcuts for easier navigation and quicker interaction.
    • Adjust Accessibility Settings: Go to “Accessibility” in the Settings app to adjust visual and audio cues like contrast and text size.
    • Test with Braille Displays: Pair and calibrate braille displays for reading and input in UEB or Nemeth, depending on preferences.

    With proper set up, Windows 11 for screen readers and braille displays furthers accessibility. This setup enhances independence, productivity, and ease of use in the digital world.

    If you have low vision challenges, this lesson is for you and setting up computer is essential with commands to change mouse

    Learn Proper Touch Typing skills with these great commands you are learning to optimize Windows 11 efficiency.

    Add PDF Lessons:

    Math and taking inaccessible to accessible in WORD

    Type directly on a PDF

    Transcribe Math Images from PDF

    Take Large PDFs and Print to PDF for a few pages

    Platform Knowledge for Access

    Schoology with Jaws

    Schoology Navigation

    Canvas platform-Keep in mind, a platform can to totally accessible but totally INACCESSIBLE work can be placed on it.

    Acellus Platform

    Zoology with RedShelf Platform

    Let us know how we can help you: Contact US: TechVisionTraining@yourtechvision.com

  • TechVision Access Instruction-Empowering Blind and Visually Impaired

    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 Access Instruction
    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.

    Big issues occur and you can learn to resolve them via Find and restore deleted files or lost files & folders

    We offer:

    1:1 or whole Team Instruction

    Access Training

    Get to know the Team Specialists

    Expertise in Math Instruction

    What you need to do to Find a JOB

    And if you want to try your hand: Mac with VoiceOver and Key Commands

    Let us know how we can help you: Contact US: TechVisionTraining@yourtechvision.com

  • Setup Windows 11 settings to work best & most efficient with screen readers part 2

    Windows 11 screen reader setup-Part 2

    In this video of Windows 11 screen reader setup part 2, Dr. Denise Robinson walks you through how to enable proper settings to make Windows 11 work better with screen readers like JAWS, NVDA, and Narrator pt 1 and this is part 2. She suggests using more than one screen reader—ideally two or three—to cover all your needs. If you need to remap a key to say, acquire an applications key, you can do that yourself.

    Dr. Robinson starts by showing how to set up JAWS with windows 11. She explains how to find and use the JAWS context menu by pinning it to the taskbar. To access it, use Windows + T and the right arrow key. She also advises switching JAWS to laptop mode, even if you’re on a desktop, to use both desktop and laptop commands. This makes JAWS more flexible.

    Next, Dr. Robinson talks about setting up voice profiles. She recommends creating different profiles for different tasks, like using a slower speed for reading and a faster speed for navigating. This helps make the screen reader more effective.

    The video also explains how to set up a Braille display. Dr. Robinson guides you on choosing and configuring the right Braille display. She also mentions the early adopter program, where you can enable MathCAT for advanced math work, ensuring it works well with JAWS in Microsoft Word.

    Adjusting Microsoft Word and Email Settings

    Word Settings to change option

    Dr. Robinson then moves on to Microsoft Word settings. She explains how to adjust autocorrect features to prevent automatic changes that might confuse the screen reader, especially in math. By disabling certain autocorrect options, you can make sure the screen reader reads everything accurately.

    Finally, Dr. Robinson shows how to set up Gmail with keyboard shortcuts and integrate it with Outlook. She gives clear steps on enabling IMAP and adjusting security settings. This setup allows you to manage your email smoothly using screen readers.

    This video is part two of a series on Windows 11 setup for efficacy for screen readers and all encompassing setup. By following these steps, you can make your computer easier and faster to navigate.

    Low Vision skills on Mouse Settings if you are Low Vision

    and walking through setup of computer as parent or guardian

  • Digital Math with UEB Math, NVDA completing Matrices in WORD Math Editor 365

    In this video, Dr. Denise M. Robinson demonstrates how to use the WORD Math Editor and Braille Math Editor with UEB and NVDA. The tutorial, focused on Digital Math with UEB, is specifically designed for screen reader users, with or without braille displays, who want to improve their math skills.

    Matrix work in Word-Digital Math with UEB Math

    First, Dr. Robinson introduces the essential tools needed for using matrices in WORD using UEB Math. These include NVDA though Jaws can be used, a Braille display (if desired), and the WORD Math Editor. She carefully explains how to set up each tool to work seamlessly together. This setup is crucial for creating and editing math content efficiently.

    Next, Dr. Robinson focuses on creating matrices using LaTeX. She walks viewers through each step, making it easy to follow along. The video shows how to enter rows and columns in a matrix, helping users understand the structure of matrices. Dr. Robinson’s clear explanations ensure that even complex steps are understandable.

    The video then demonstrates how to use auditory feedback with the math editors. Dr. Robinson shows how users can hear the math content they are working on. This feature helps in catching mistakes and ensuring accuracy. Additionally, she explains how to switch between auditory and Braille feedback. This flexibility is particularly useful for different learning styles and preferences.

    Dr. Robinson also covers how to navigate through the matrix using a Braille display if desired. She offers practical tips on reading and editing the content efficiently. This section is especially beneficial for those who rely on Braille for their work.

    Finally, the video concludes with a summary of the key points of working in WORD using UEB Math. Dr. Robinson encourages viewers to practice the tools and techniques demonstrated in the video. By the end, users will feel more confident in their ability to create and edit math content using JAWS and the WORD Math Editor

    Also try digital Math with UEB and NVDA

    or UEB Math using Braille Math Editor

    and Accessible UEB Braille Training for free

  • STEM: Desmos with JAWS and Embossing

    Desmos, JAWS, and Embossing: Enhancing STEM Learning for Visually Impaired Students

    Access graphing and digital tools with screen readers for Science, Technology, Engineering, and Mathematics. These tools provide graphing access, enabling students with blindness or low vision to excel in STEM fields. For instance, they can utilize graphing capabilities on the computer by employing DESMOS graphing calculator and other Desmos solutions, just as peers. Moreover, Blind students can access STEM. They can emboss graphs, feeling content in real time. By using screen readers like JAWS or NVDA, braille displays and embossers, they can emboss out a graph to “see” what it feels like to finish STEM work quickly and efficiently.

    Access to STEM begins with a PC equipped with screen readers like JAWS and refreshable braille displays. With these tools, you can explore integrated accessibility features and learn to configure JAWS and Fusion on the Desmos Accessibility page. Additionally, audio features, provided by Desmos, give spoken graph summaries, audible readings of points, coordinates, and more. Therefore, Desmos with JAWS and Embossing Techniques enables blind students to access STEM anytime.

    Furthermore, TechVision site offers more STEM options, expanding information for other lessons on Desmos, graphing and math in full details including AI programs to enable students to complete math to the most advanced levels using Mathkicker.AI to compete with sighted peers at any level.

    embosser connected to a laptop for embossing for Desmos and Jaws
Desmos graphing screen readers jaws STEM

    More Lessons:

    Creating Geometry Tables

    Desmos 3D graphing

    for Geometry in Desmos

    for STEM and Embossing in Desmos

    Desmos and inserting graphs into Math Work in WORD

    Creating shaded Parabolas in Desmos

    Games with Desmos with Drag and Drop

    Create and Emboss Graphs

    Practice math with IXL.com

  • Desmos 3D graphing calculator with screen reader commands

    Dr. Robinson introduces the Desmos 3D Graphing tool, an essential resource for educators working with blind and low vision students. This tool allows users to create and manipulate 3D objects, enhancing the learning experience for students who require tactile or visual aids. As a teacher of the blind, Dr. Robinson emphasizes the importance of providing accessible 3D objects that students can manipulate as they learn. She demonstrates how to use Desmos 3D Graphing, starting with a simple circle and transforming it into a 3D cylinder.

    Throughout the demonstration, Dr. Robinson highlights the seamless integration of Desmos 3D Graphing with braille displays, ensuring the content is accessible to students with visual impairments. She manipulates the cylinder’s size and shape using various commands, showing how easy it is to adjust these parameters in real-time. This hands-on approach allows students to understand the relationship between mathematical equations and their 3D representations. A 3D printer can create image or acquire an actual can of soup to compare to a circle/cylinder for further student understanding.

    Image of Cylinder created with Desmos 3-D Graphing

    image of a 3D cylinder using Desmos

    Dr. Robinson further explores Desmos 3D Graphing by adjusting a parabola into different shapes, including a “blob” that can be physically modeled using clay. This tactile method helps blind students grasp the concept of changing variables and their impact on the graph’s shape. The ability to adjust and visualize these graphs is particularly beneficial for students preparing for tests or needing to solidify their understanding of complex mathematical concepts. For real time learning, either 3-D emboss or 2-D emboss graphs. For ease, hand molding clay is cheap and easy for any object

    In addition to demonstrating the tool’s functionality, Dr. Robinson encourages users to explore more on the Desmos website, including the blog and available shortcuts. The continuous improvements in Desmos 3D Graphing make it a powerful tool for blind and low vision students. By integrating this tool into their learning process, educators can significantly enhance the accessibility and engagement of math lessons. Desmos 3D Graphing provides an invaluable resource for making advanced math concepts accessible to all students. Regardless of their visual abilities, you can access Desmos Lessons.

    More Desmos Lessons:

    Desmos 3D graphing

    for Geometry in Desmos

    for STEM and Embossing in Desmos

    Desmos and inserting graphs into Math Work in WORD

    Creating shaded Parabolas in Desmos

    Games with Desmos with Drag and Drop

  • Kim Shares How Computer Access Empowered Her to Keep Up with Her Peers in School

    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.

    Another life changing story from Jordan. TechVision also enabled computer access for her.

    Learn those skills Now.

    Let us know how we can help you: Contact US: TechVisionTraining@yourtechvision.com

  • Teach Touch Typing Early for Blind and Low Vision Students

    Strong touch typing skills create independence, speed, and confidence for blind and low vision students using screen readers, braille displays, or electronic braillers. Early instruction helps students build muscle memory, accuracy, and efficient keyboarding habits that support reading, writing, research, and future employment.

    Students should:

    • Learn correct finger placement
    • Keep wrists relaxed and posture aligned
    • Use all fingers consistently
    • Focus on accuracy before speed
    • Practice daily using structured lessons

    Websites such as TypingClub.com can support additional practice, but direct instruction and proper technique remain critical for long-term success.

    Mikaela’s Story

    Mikaela moved to my district in 2nd grade when I was Miss Mehlenbacher. My students always enjoyed racing to spell my last name the fastest, and Mikaela always won.

    We immediately began intensive technology instruction, including touch typing and keyboarding skills. The video above shows Mikaela typing on her laptop just five months later.

    Many of the photos and videos on this website were taken between 2000–2010, so image quality may appear blurry due to older camera technology.

    Perfect Touch Typing leads to Fast keyboarding
    Perfect Touch Typing leads to Fast keyboarding

    Why Touch Typing Matters

    Strong touch typing skills lead to:

    • Faster keyboarding
    • Efficient screen reader use
    • Improved writing speed
    • Greater academic independence
    • Better workplace readiness

    Additional Lessons and Videos

    Teach Touch Typing in Just 5 Hours | Blind & Low Vision Keyboarding Method

    Teach Keyboarding Early

    Low Vision Teen masters JAWS

    Blind 4‑Year‑Old and 2nd Grader Race Using Braille Writing Devices

    Watch the Video of learning keyboarding in a week and speed within 2 months

    Braille Instruction Starts at Age 3 – Early Blind Education Success Story

    Blind Student Keyboarding FAST – 10th Grade Research & Writing Independence

    Teen Masters JAWS in 3 Months

    Blind 4‑Year‑Old and 2nd Grader Race Using Braille Writing Devices

  • Blind Students Need Local Admin Access for Screen Reader Success

    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
    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.

    Next Steps in Learning:

    Optimizing Windows 11 for Screen Reader Efficiency with Key Settings and Configurations

    Setup and use Braille Display

    Start Math to go as far as you want to go:

    Transcribe Math Images

    Quadratic Math

    STEM with Embossing

    Perfect Digital Math

    JAWS and MathCat

    Unicode with UEB Math

    UEB Math with Jaws

    UEB LaTex math with Jaws

    Braille Math in WORD Editor-Multi-line

    Split Braille for Buffer Mode

    Braille Blaster

    complete multi line BME

    math student fights Stigma

  • Accessible Math for All Ages: Bridging the Gap for Blind Students

    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 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:

    Math Lessons Galore

    Setup Computer and Screen Readers first

    Optimizing Windows 11 for Screen Reader Efficiency with Key Settings and Configurations

    MathCAT-set it up with NVDA or JAWS, UEB MATH or Nemeth with screen readers

    Hayes learns proper Word setup for Math with Math Editor and Jaws commands with brailliant display

    Setting up Braille Math editor in WORD to left justify and work in computer and contracted braille

    UEB or Nemeth Math Lessons Galore with JAWS or NVDA

    Digital UEB Math & Braille Math Editor in WORD with JAWS UEB Mode

    UEB Math using Braille Math and Word Math Editors with Jaws and split-braille-for-buffer-mode

    UEB Math with NVDA in WORD using unicode-LaTex or Braille -easy to advanced math

    Digital Math with UEB Math, NVDA completing Matrices in WORD Math Editor 365

    JAWS or UEB Math in WORD Math Editor-Unicode-LaTex Braille=learning easy to advanced math

    Quadratic Formulas with UEB Math or Nemeth and/or display with JAWS audio & MathCat

    Matrices in WORD Math Editor-Braille Math editor with Jaws using LaTex, auditory and/or Braille

    MathKicker. AI- Solutions to Math Issues

    Digital Quadratic Math with Jaws or NVDA in Mathkicker.ai – auditory and/or braille display

    Complete Advanced Math with LaTex to finish math fast using Mathkicker.AI, JAWS, NVDA and/or display

    Math & AI =Mathkicker.ai convert PDF math or any work into WORD docx.

    Perfect Digital Math at all levels using only audio or tactile Braille or both in Mathkicker.ai

    Math & AI is MathKicker.ai — convert to .docx from clipboard- make inaccessible accessible

    Mathkicker.ai-take an image of math and make it perfect Math in Word Math editor with screen reader

    Mathkicker.AI -change Math PDF to text in WORD Math editor in less than a minute with screen reader

    Graphing, Split Braille and More

    Transcribe Math into Word documents for blind students using Math editor, Jaws and a Braille Display

    Quadratic equation and how to fix math mistakes, braille math editor, Jaws in Word Math editor

    Braille Math in Word with editor, JAWS, braille display and ease for multi-line math problems

    Graphing Inequalities, functions and shading with Desmos and screen reader

    Create Geometry Shapes from Math Work in Desmos with screen reader

    Geometry in DESMOS graphing Calculator with screen reader

    Desmos graphing calculator with shaded Parabolas, screen reader, braille display and embosser

    Students with Math

    Prof Betsey with Mathtype

    Braille Math editor Contracted out, computer in mode with Tay–most efficient

    Jaws Braille Math editor in Word by Aubrey

    Braille Math Editor in Word with Jaws, Focus Braille Display by Campbell

    do video for website: Complete Advanced Math with LaTex to finish math fast using Mathkicker.AI, JAWS, NVDA and/or display

    Create Geometry Shapes from Math Work in Desmos with screen reader

    Quadratic equation and how to fix math mistakes, braille math editor, Jaws in Word Math editor

    Transcribe Math into Word documents for blind students using Math editor, Jaws and a Braille Display

    MathCAT-set it up with NVDA or JAWS, UEB MATH or Nemeth with screen readers

    Setting up Braille Math editor in WORD to left justify and work in computer and contracted braille

    Braille Math Editor in Word with Jaws, Focus Braille Display by Campbell

    Learn how to Get a JOB with your knowledge

  • Accessible Work at School: What Blind Students Need — by Eme

    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
    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.

    Making Work Accessible:

    Complete Advanced Math with LaTex to finish math fast using Mathkicker.AI, JAWS, NVDA and/or display

    Math & AI =Mathkicker.ai convert PDF math or any work into WORD docx.

    Perfect Digital Math at all levels using only audio or tactile Braille or both in Mathkicker.ai

    Math & AI is MathKicker.ai — convert to .docx from clipboard- make inaccessible accessible

    Mathkicker.ai-take an image of math and make it perfect Math in Word Math editor with screen reader

    Mathkicker.AI -change Math PDF to text in WORD Math editor in less than a minute with screen reader

  • TechVision YouTube Channel Lessons

    Dr. Denise M. Robinson’s TechVision YouTube channel Lessons, @DrDeniseMRobinsontech, features a wide range of content. TechVision YouTube channel focuses on assistive technology, blind skills, accessibility and access to the World of information. The channel offers tutorials, guides, and resources for blind and low-vision individuals, educators, and parents. The channel covers topics like using screen readers, braille technology, and software such as JAWS and NVDA. Additionally, it provides practical tips for navigating various digital tools and environments. Dr. Robinson’s videos aim to empower viewers by providing them with the knowledge and skills needed to achieve independence in both educational and everyday tasks. Whether you’re learning skills or teaching them, this site supports your success effectively.

    TechVision YouTube Channel Lessons image of hands on braille display, keyboard and iphone next to keyboard
    TechVision YouTube Channel Lessons

    Access Blind and Low Vision education through hundreds of lesson videos covering all subjects and tools. Learn to use screen readers, braille displays, and other resources to enhance your education and life. Access Blind Low Vision Education @ TechVision YouTube Channel@DrDeniseMRobinsontech

  • Sighted Parents Set Up a Computer with a TechVision Trainer

    When sighted parents’ setup computer for their young child, they learn the commands and how to follow through with lessons after the TechVision Team completes working with their child.

    When sighted parents learn alongside their blind child, especially in the context of setting up and using a computer, it offers numerous benefits:

    1. Enhanced Understanding and Support: Parents gain a deeper understanding of the assistive technologies their child uses, such as screen readers and braille displays. This knowledge enables them to provide better support and guidance during practice and troubleshooting.
    2. Consistency in Learning: By learning the commands and techniques themselves, parents can ensure that the child receives consistent instruction and reinforcement of skills. This continuity is crucial for the child’s confidence and proficiency.
    3. Empowerment and Independence: Parents who are knowledgeable about the technology can empower their child to explore and use the computer independently. This fosters a sense of autonomy and self-reliance in the child.
    4. Improved Communication: Understanding the technology allows parents to communicate more effectively with their child about their learning experiences and challenges. This can strengthen the parent-child relationship and create a more supportive learning environment.
    5. Advocacy and Collaboration: Informed parents are better equipped to advocate for their child’s needs in educational settings and collaborate with teachers and specialists to ensure appropriate accommodations and resources are provided.
    6. Shared Learning Experience: Learning together can be a bonding experience, making the process enjoyable and less isolating for the child. It also demonstrates to the child that their parents are invested in their education and success.

    Here are some general essential keyboard commands to set up and navigate the JAWS screen reader:

    Starting and Basic Navigation

    1. Start JAWS:
      • Press Ctrl + Alt + J or if pinned to taskbar Windows 3 on this computer
    2. Activate PC Cursor:
      • Press Numpad +.
    3. Activate JAWS Cursor:
      • Press Numpad -.
    4. Silence Current Speech Output:
      • Press Ctrl.

    Help Sighted Parents Setup Navigating Web Pages

    1. List Links:
      • Press Insert + F7.
    2. List Headings:
      • Press Insert + F6.
    3. List Form Fields:
      • Press Insert + F5.
    4. Next Heading:
      • Press H.
    5. Next Link:
      • Press Tab.
    6. Previous Link:
      • Press Shift + Tab.

    Reading Text

    1. Read Next Line:
      • Press Down Arrow.
    2. Read Previous Line:
      • Press Up Arrow.
    3. Read Current Line:
      • Press Insert + Up Arrow.
    4. Read Next Word:
      • Press Insert + Right Arrow.
    5. Read Previous Word:
      • Press Insert + Left Arrow.

    Forms and Tables

    1. Enter Forms Mode:
      • Press Enter.
    2. Exit Forms Mode:
      • Press Numpad +.
    3. Navigate Table Cells:
      • Press Ctrl + Alt + Arrow Keys.

    Sighted Parents Setup computer successfully and if your child is Visually Impaired use this setup to SEE computer better

    and all lessons you need on YouTube

  • Jordan on Learning Computers for the Blind

    Jordan talks about the important aspects of why blind students need to learn a computer. She discusses the benefits of computers for the blind also. She touches on necessary skills and how this will advance them in their dreams and goals in life.

    Jordan on learning Computer for the blind talks about its importance along with a screen reader and display. These are crucial for blind people for several reasons:

    1. Access to Information: Screen readers and braille displays provide blind children with access to digital information, enabling them to read, write, and navigate the internet independently. This access is essential for academic success and staying informed1.
    2. Literacy and Education: Braille literacy is fundamental for developing reading and writing skills. Using a braille display helps children practice and improve their braille proficiency, which is vital for their overall literacy and educational development2.

    Independence on Computers for the Blind

    1. Independence and Confidence: Mastering these technologies fosters independence, allowing children to complete tasks on their own without relying on others. This independence boosts their confidence and self-esteem3. Computers for the blind provide this type of access and more.
    2. Equal Opportunities: Proficiency in assistive technologies ensures that blind children have equal opportunities in education and future employment.  It levels the playing field, allowing them to compete with their sighted peers.
    3. Enhanced Communication: Screen readers and braille displays facilitate better communication by enabling children to use email, social media, and other digital platforms. This connectivity is crucial for social interaction and building relationships1.
    4. Adaptability to Technology: Early exposure to assistive technologies prepares children for future advancements. As technology evolves, being comfortable with these tools will help them adapt to new devices and software more easily3.

    By learning to use a computer screen reader and braille display, blind children gain essential skills that support their academic, social, and personal growth, paving the way for a more inclusive and empowered future.

    Let us know how we can help you: Contact US: TechVisionTraining@yourtechvision.com

  • JAWS Cursors: Enhancing Navigation and Control for Blind Users by Finn

    JAWS screen reader offers a variety of cursors that allow blind users to navigate and interact with different types of content more effectively. Each cursor has its specific role, enabling users to access information, move between elements, and interact with applications in various ways. Understanding how to use these cursors—such as the PC cursor, JAWS cursor, Virtual PC cursor, and more—can greatly enhance navigation, making it easier to explore screens, web pages, and documents. Mastering these tools provides more independence and control over the user experience, ensuring smoother and more efficient interactions with digital environments.

    JAWS screen reader provides several cursors to help blind users navigate and interact with content effectively. Each cursor serves a different purpose, and knowing how to use them can improve navigation. Here’s an overview of how to use the different JAWS cursors:

    All Those JAWS Cursors: Enhancing Navigation

    1. PC Cursor

    • Purpose: This is the default cursor and follows the system focus.
    • How to Use: Use the keyboard to navigate the screen as a sighted user would, moving between menus, forms, or buttons. This cursor interacts directly with the application.

    2. JAWS Cursor

    • Purpose: It simulates mouse movement and allows you to navigate the screen freely without being tied to the system focus.
    • How to Use: Use the number pad to move the JAWS cursor. The “5” key on the number pad reads the item under the cursor. Use this cursor to explore screen elements or access parts of the screen that may not be reachable with the PC cursor.

    3. Virtual PC Cursor

    • Purpose: Primarily used in web browsers and documents to read content as if it were in a virtual document.
    • How to Use: Navigate with standard keyboard commands, such as arrow keys, or use quick navigation keys (like “H” for heading or “F” for form fields). The Virtual PC Cursor treats the content as a text-based document, allowing easy access to web and document elements.

    4. Invisible Cursor

    • Purpose: Works similarly to the JAWS cursor but remains invisible. It’s useful when you don’t want to disturb the system focus.
    • How to Use: Move this cursor with the number pad keys without affecting other cursors, such as the PC cursor. This is often helpful for reading content while leaving the active focus elsewhere.

    5. Touch Cursor

    • Purpose: Designed for touch screens, it allows for navigating and interacting with touch gestures.
    • How to Use: Utilize touch gestures on a touch screen to control JAWS. This is ideal for tablets or laptops with touch screens, making the experience more interactive.

    6. Routing and Review Cursor

    • Purpose: Used for reviewing content on a braille display and routing the cursor to specific points.
    • How to Use: On a braille display, you can move the review cursor to read through text or route the PC cursor to a specific point by pressing routing buttons on the display.

    By mastering these cursors, a JAWS user can efficiently navigate various environments, whether it’s desktop applications, web pages, or documents, enhancing both productivity and accessibility. Using proper touch-typing methods on keyboard allows great freedom and ease.

    Let us know how we can help you: Contact US: TechVisionTraining@yourtechvision.com

  • Team Specialists

    TechVision Team Specialists have provided remote instruction worldwide since 2007. Additionally, under the leadership of Dr. Denise M. Robinson, they empower students through comprehensive education for the blind. Furthermore, with expertise in screen readers, braille displays, braille, Nemeth code, and assistive technologies, the team delivers individualized instructional support for every learner.

    A defining strength of the TechVision Team specialists is that over 90% of our instructors are blind themselves. They use the same technology they teach. This brings unmatched authenticity, lived experience, and practical mastery to every lesson. Alongside a small number of sighted specialists, this blended team works together with purpose and unity. They model independence, confidence, and real‑world problem‑solving for every student they serve.

    Their commitment to equal access in education guides every aspect of their work. Additionally, they provide real‑time, one‑on‑one instruction and collaborative school‑team training to support full educational access. Furthermore, every TechVision Team Specialist shares a mission of removing barriers and creating pathways to independence.

    A Diverse Group of Team Specialists
    A Diverse Group of Team Specialists

    Our Mission & Impact

    TechVision Team Specialists create global impact through a mission‑driven approach to education for the blind. I Additionally, they provide personalized, one‑on‑one remote instruction for learners of all ages.

    Our specialists hold advanced degrees and certifications in Orientation & Mobility (O&M), Teaching Students with Visual Impairments (TVI), Assistive and Access Technology, and Special Education. Each instructor uses specialized blind and low vision technology daily at an expert level, allowing them to deliver direct instruction across all subject areas including math, science, English, and history aligned to each learner’s individual needs. Instruction supports individuals of all ages from early childhood through adulthood and emphasizes real-world application, independence, and full access to the general education curriculum.

    This real-time, individualized instruction empowers students and clients to compete equally in school, work, and daily life. TechVision specialists: both blind and sighted, are central to this mission, ensuring every learner has the tools, skills, and access they need to succeed.

    TechVision Director, Assistant Director and Director of Business

    Dr. Denise M. Robinson

    Director & Founder
    Ph.D., TVI, Access Technology, IT, Braille, Nemeth, AI, CVI

    Dr. Denise M. Robinson is dedicated to empowering students to reach their full potential. Additionally, she leads a team of expert instructors who share her commitment to excellence and inclusion. Together, they provide comprehensive blind skills instruction across all areas of education.

    Furthermore, with deep expertise in instructional technology, Dr. Denise ensures that students of all ages receive essential, on‑demand educational skills. As a result, her leadership continues to guide the transformative work of the TechVision team.

    In addition, as a passionate program developer and nationally recognized speaker, she creates innovative instructional models that merge technology with blind skills. Through this work, she equips learners with the tools they need to pursue education, careers, and independence.

    Dedication

    TechVision’s dedication stems from a deep belief in the transformative power of education and the right of every individual to be fully included in the world. By merging technology with blind skills, the team works to eliminate barriers and ensure equal access and opportunity for all students.

    Outside of her professional work, Dr. Denise enjoys spending time outdoors—working with tractors and equipment, hiking daily, gardening, and meeting new people. She finds joy in the diversity of the world and the meaningful connections it brings.

    Beth Sellers

     Assistant Director of Educational Programming, MA
    Teaching AT, Braille, Nemeth & Additional Skills

    Beth Sellers is a graduate of James Madison University and Eastern Mennonite University, where she earned her master’s degree in education. With more than 20 years of experience in special education and community-based disability services, Beth brings extensive expertise in assistive technology and blind skills instruction.

    At TechVision, she teaches braille and access technology and provides consulting services to school divisions in assistive technology. Beth is a former president of the Virginia Chapter of the National Organization of Parents of Blind Children and volunteers with the AMCSI Conference Planning Team and her local SPCA.

    In her spare time, Beth and her children enjoy time on the lake, caring for their two dogs and many rescue cats, and exploring new activities—including cross-country skiing with Ski for Light.

    James Robinson

    Director of Business Services, BS

    James Robinson brings extensive administrative experience to TechVision, having previously served as an administrator in care facilities. As TechVision expanded to meet the growing demand for high‑quality remote instruction, he transitioned his leadership and operational expertise into the role of Director of Business Services.

    In this capacity, James oversees all business operations, including accounting, billing, financial coordination, and organizational systems. His strong background in management and service administration ensures that TechVision functions efficiently and that both the instructional team and clients receive consistent, reliable support. His work is essential to sustaining TechVision’s growth and mission‑driven impact.

    Let us know how we can help you: Contact US: TechVisionTraining@yourtechvision.com

  • Mission and Purpose

    Mission and Purpose of TechVision using braille display, keyboard and iPhone for who we are and what we do
    Picture of braille display, keyboard and iPhone for who we are and what we do

    Our Mission

    TechVision’s mission and purpose is to empower blind and visually impaired students through personalized, real‑time instruction in assistive technology, braille, STEM, and essential academic skills. Led by Dr. Denise M. Robinson, our specialists teach the tools and strategies students need to access information, build independence, and compete equally with their sighted peers.

    What We Do

    TechVision provides 1:1 remote instruction for learners of all ages. Our team teaches and offers:

    What others use only through access methods such as but not limited to:

    • AI‑supported learning strategies:
      This direct, individualized approach transforms how blind and low‑vision students learn, work, access and navigate the world, staying true to our mission and purpose.
    • Screen readers
    • Braille displays
    • Computers and mobile devices
    • Word processing and productivity tools such as embossing
    • All academic classes and especially: Math, STEM, Nemeth, and all literacy
    • We provide rapid transcription services with quick digital turnaround, often within one hour when needed, and teach students how to independently emboss their own work.
    • We team with a certified Orientation & Mobility (O&M) specialist -Kevin Hollinger of Blindnesspro.com who travels on-site to deliver intensive instruction in safe, independent travel. Training includes school navigation, community routes, and real-world mobility skills to support full independence.

    Why Our Work Matters

    TechVision also trains school personnel: including transcribers, Teachers of the Blind, Teachers and support staff, to ensure students receive consistent, accessible materials. We partner with districts, families, and private organizations to create inclusive environments where blind and visually impaired individuals can thrive, fulfilling our mission and purpose.

    Mission and Purpose Designed for Every Learner

    We teach learners of all ages. Every student receives customized instruction based on their goals, strengths, and needs. Whether developing early childhood skills, mastering advanced mathematics, learning to use a braille display, preparing for college and employment, or adapting to vision loss later in life, our instruction meets each learner exactly where they are. Many of our students go on to pursue STEM fields, including Applied Mathematics at top universities.

    Free Learning on YouTube Channel and YourTechvision.com

    The TechVision YouTube channel, created by Dr. Denise M. Robinson and her Team, offers hundreds of free, accessible video lessons. These lessons focus on empowering individuals who are blind or visually impaired through technology education. The channel covers a wide range of topics, making it useful for students, educators, and parents.

    Each video provides hands-on, step-by-step tutorials for using assistive technology. Viewers can learn to use screen readers, magnification tools, and braille displays. The lessons also include detailed instructions on using programs like Microsoft Office and Google applications. This practical approach helps users apply technology to real-world tasks.

    See What Is Possible with 21st Century Assistive Technology Instruction

    These short clips show how quickly students build independence and speed through advanced assistive technology training delivered by instructors who use these tools daily in real-world application.

    Contact Us

    We are here to help you succeed.

    Let us know how we can help you: Contact US: TechVisionTraining@yourtechvision.com

  • Complete an Excel Graph and Copy into Word Document with Screen Reader

    Kaleigh, one of my (Dr Robinson) students since 2007, learned to Complete an excel graph in this lesson. She began with in-person lessons before transitioning to remote instruction. My husband and I moved 3,000 miles away to care for his parents, and we continued lessons via Skype, later advancing to Zoom. Over time, Kaleigh progressed from basic lessons to more sophisticated ones, covering her educational needs from third grade through graduation. By the time she finished, she was fully prepared for college and capable of completing all the work necessary to succeed in her future academic endeavors.

    In this lesson, I teach her to navigate Excel using keyboard commands. She starts by creating a new document with CTRL + N and merges cells using ALT + H, M to set up graph labels. She inputs data from her Braille Display, with Excel’s talking software aiding her understanding. As she works on the histogram, she ensure she selects the correct cells and counts for the X and Y axes. She then adds and formats axis titles using ALT + J, A, I, adjusting the text orientation as needed.

    Encouragement is Key

    I consistently encourage her to check her data, ensuring she relies on assistive technology for accuracy. For formatting, she uses CTRL + C and CTRL + V to copy and paste sections, speeding up the process. We also cover coloring the graph, where I allow her to choose colors freely. I advise her to use consistent formats for simplicity. She shades sections of the histogram based on her data, using keyboard commands to control her workflow efficiently. This reinforces her independence and accuracy throughout the lesson.

    Complete an excel graph
    Complete an excel graph Settings Option

    After finishing the graph, she reviews her work using CTRL + Home to ensure all elements are correct. Satisfied, she copies the graph into Word and prepares to email it. This exercise demonstrates her effective use of keyboard shortcuts and assistive technology. Her growing independence in mastering Excel for academic tasks shows through her efficient and accurate work. The lesson highlights how the student combines guidance and technology to complete a detailed graph with confidence.

    More Excel Lessons and more math lessons in general from YouTube

  • Training For The Blind & Vision Impaired

    Real-Time Access Through Technology

    Remote Instruction Through Access Technology — Complete Real Work in Real Time for all ages. Our program specializes in providing Training For The Blind to ensure that every individual can succeed and work independently.

    Remote Instruction with access Technology
    Training For The Blind & Vision Impaired-Remote Instruction via access Technology

    Empowering Blind & Visually Impaired Students Through Technology and Direct Instruction-Access Technology that Gives you Vision

    Offering Personalized 1:1 remote instruction in technology, Braille, Nemeth, and essential blind skills — for students of all ages, anywhere in the world, enhances their educational access. These services ensure all can access educational opportunities effectively.

    Founded in 2007 by Dr. Denise M. Robinson, a global leader in remote instruction for blind and low-vision education, TechVision brings together a nationally recognized team of blind education specialists, access technology experts, transcribers, and certified braille instructors. The team delivers expert training in access technology, braille, braille math code, screen readers, and comprehensive academic accessibility. Through real-time, individualized instruction, TechVision equips blind learners of all ages to participate equally, work independently, and succeed across educational and professional environments.

    What We Do: Educational Access

    We Provide:

    • Support for families, schools, transition programs, and vocational rehabilitation with the goal of improving access to education.
    • 1:1 specialized instruction in technology, Braille, Nemeth, and all academic access through use of a computer.
    • Training for school teams — Teachers of the Blind & Visually Impaired, transcribers, paras, and School staff
    • Technology setup & independence training using screen readers, braille displays, and computers

    The TechVision Difference

    TechVision, LLC transforms lives through personalized, real‑time remote instruction.
    Our team equips blind and visually impaired students and clients with the technology skills they need to compete equally with their sighted peers — in school, work, and life. We collaborate with families, districts, and agencies worldwide to ensure every learner has educational access and independence.

    Why Educational Access Matters

     With cutting‑edge tools — computers, screen readers, braille displays, and smartphones — our students learn to access information, navigate their world, and build independence. TechVision empowers learners to step into education and employment with the same opportunities as their sighted peers.

    Who We Serve

    • College students needing support for educational access
    • Young adults
    • Adults returning to work
    • Anyone needing access to their world

    Real 1:1 TechVision Instruction

    Students learning to create graphs, write documents, code, and navigate technology independently. Doing Everything their peers are doing.

    Contact us

    Contact US: TechVisionTraining@yourtechvision.com

    you can see student in top right corner of screen using TechVision 1:1 remote instruction while she is working on creating graphs in sheets
    Empowering Blind & Visually Impaired Students Through Technology and Direct Instruction: she is working on creating graphs in sheets

    Tips & Tricks on learning Word and Braille Math Editor with UEB math, FOCUS Braille display and screen reader

  • What Does Legally Blind Look Like?

    Many people wonder what does legally blind look like? In fact, visual acuity below 20/200 qualifies as legally blind. To actually fit the definition, the person must not be able to attain 20/200 vision even with prescription eye wear. People with legal blindness can function effectively in daily life using appropriate glasses or contact lenses.

    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.

    These images as examples used in presentations.

    20/20 and 20/40

    20/20 vision
    20/40 vision-sight blur

    Low Vision Options can adjust how ones sees the computer or even access the use of a mouse.

    20/70 is not legally blind

    20/70 visual acuity--very blurry
    20/70 visual acuity–very blurry

    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.

    legally blind looks like-all acuity levels compared-
    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.

    3. Impact on Daily Life

    Technology has changed everything toward independence, including AI apps that will read to you what you cannot see.

    • 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 distance
    20/20 visual acuity to see people clearly in distance
    20/200 seeing blurry people in the distance
    20/200 seeing blurry people in the distance
    20/400 acuity seeing people extremely blurry in distance
    20/400 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.

    Results

    20/200 vision signifies severe visual impairment and is categorized as legal blindness. When in School, immediately acquire services so students can learn independence. Access lessons to acquire those needed computer skills with screen readers.

    20/800 or More

    20/800 visual acuity


    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


  • How Colleges Help Visually Impaired Students Succeed

    Colleges help visually impaired students succeed by providing various accommodations and resources tailored to their needs. These include assistive technologies like screen readers, braille displays, and magnification software; in addition to hiring Tech Trainers such as TechVision, to teach you when you ask via Vocational Rehabilitation types of Services. Institutions often offer priority registration, allowing students to choose classes that best fit their needs. Additionally, colleges may provide note-taking services, accessible course materials, and extended time for exams. By modifying policies and procedures, colleges create an inclusive environment that supports the academic and personal growth of visually impaired students.

    https://www.affordablecollegesonline.org/colleges-helping-blind-partially-sighted-students/

    Go to: How Colleges Help Visually Impaired Students Succeed and get your resources lined up for success

    Earning a college degree can be challenging, especially for students with visual impairments who face additional barriers. This guide highlights the impact of vision loss on education and explores how colleges support visually impaired students. It provides expert advice, resources, and lists scholarships and grants. Furthermore, it offers practical tips for navigating educational challenges and discusses technological advancements that help students overcome obstacles to succeed in their academic journeys.

    Access Training for College Students-learn those computer skills to access your college classes in real time.

    How colleges help visually impaired students
    How colleges help visually impaired students

    If your child still needs reminders to get up: Set up Outlook Alarm with screen reader

  • Creating Accessible Math Graphs and Inequalities with Excel

    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
    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

    Blind students do Math- inequalities with Excel and answer problems in Word

    and extensive lessons on Channel

  • Access

    AN URGENT PLEA TO SCHOOL DISTRICTS AND PARENTS

    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
    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.

    Key Resources

    NVDA Screen Reader (Free): www.nvaccess.org

    JAWS Screen Reader: www.freedomscientific.com

    National Federation of the Blind: www.nfb.org

    American Foundation for the Blind: www.afb.org

    HumanWare Brailliant Display: www.humanware.com

    Freedom Scientific Focus 40 Blue: www.freedomscientific.com

    Go to All Tech Lessons & Stories

    Let us know how we can help you: Contact US: TechVisionTraining@yourtechvision.com

  • Access Training

    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 to laptop and braille display with Screen reader
    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.

    We are Here to Help: Contact US: TechVisionTraining@yourtechvision.com

    Dr. Denise M. Robinson, TVI, AT, IT, PhD
    CEO, TechVision
    Teacher of the Blind and Visually Impaired
    Access Technology Specialist

  • Complete iPhone Access Guide for Blind and Low Vision

    Complete iphone guide
    Complete iPhone Access Guide

    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

    1. Activate Accessibility Shortcut
    2. Learn basic gestures
    3. Practice the Rotor
    4. Use Siri for quick tasks
    5. Drop a first pin

    Intermediate Path

    1. Edit text
    2. Navigate long pages
    3. Use Maps
    4. Use Seeing AI
    5. Organize the Home Screen

    Advanced Path

    1. Braille Screen Input
    2. Custom Rotor
    3. Advanced Maps skills
    4. Shortcuts automation
    5. 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.


    10. What to Learn Next

    • Advanced VoiceOver
    • Tech-supported O&M
    • JAWS and PC access
    • Accessible STEM tools
    • Low-vision strategies

    iPhone Lessons