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-Login Page
Dr. Denise M. Robinson, PhD, CTVI, AT, and CEO of TechVision, LLC, leads worldwide remote teaching for blind and low vision students. Her YouTube channel, @DrDeniseMRobinsontech and this website, showcases making digital math accessible with MathCat with JAWS, or NVDA. This video provides 8 different ways to complete digital math with several options using the Braille Math Editor in WORD for UEB or Nemeth math, highlighting the advantages of Nemeth or UEB via MathCat. Links with full video lessons from this video follow. She also demonstrates reading math on a Braille display and creating or making complex formulas accessible. AI tools like MathKicker.AI enhance efficiency. The series includes geometry and graphing with Desmos. Dr. Robinson emphasizes that digital access is crucial for competitive education and inclusion with peers. Learn how to teach or Learn UEB Math Code.
Nemeth or UEB via MathCat: 8 videos on Math Access in WORD and Braille Math Editor with JAWS or NVDA
Life IS a competition and Digital access is key with Instruction
Life is a competition, and digital access is essential. It levels the playing field, enabling equal opportunities for everyone. Digital tools enhance skills and productivity. They open doors to education and employment. Having a qualified access technology instructor is crucial for teaching students Nemeth and UEB math codes to access everything their peers do. Embracing technology is vital for success and inclusion in today’s world. MathKicker. AI for Matrices with NVDA or JAWS-Speed in completing Work
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.
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.
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.
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.
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.
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.
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.
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.
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.
Dr. Robinson demonstrates how to use the Jaws Braille Math Editor for solving basic math problems. She begins by explaining the process of opening the editor using 3-7-4-6 space on the braille display. This command quickly opens the Jaws Braille Math Editor for users.
Once in the editor, she types “10 + 5 = 15” to show how math expressions are entered. The math editor automatically adds number signs before each number, ensuring the correct format. To hear the result, Dr. Robinson uses Insert + F1 for help and demonstrates how to navigate through the equation.
Next, she solves “20 + 5 = 25” and reminds students to carefully check for the number signs before each number. Dr. Robinson encourages the use of both hands when reading math, emphasizing the importance of tactile practice with the right hand and left hand.
Braille Math Editor Solution
She continues by solving additional problems, such as “30 + 6 = 36” and “40 + 7 = 47.” Each time, she reinforces the process of reading and checking the work with both hands. For every problem, Dr. Robinson ensures that students follow the correct commands to enter the math expression, then press Enter to insert the answer into Microsoft Word. The session effectively shows the benefits of using the Jaws Braille Math Editor.
Throughout the session, Dr. Robinson emphasizes the value of continuous practice and careful attention to the tactile input. She concludes the lesson with a final problem, “50 + 8 = 58,” guiding students through the steps of reading, checking, and inserting the equation. The Braille Math Editor, combined with the commands in JAWS, offers blind students a seamless way to solve and verify math problems independently.
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)
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
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.
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.
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.
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.
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.
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.
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
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.
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.
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.
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 for advanced math
Other Math Lessons from Basic Math to Advance Skills
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 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.
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-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.
More options for JUST auditory learners or braille learners and taking totally inaccessible images of WORD and making them accessible using Mathkicker.AI.
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.
– 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
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
Hasta la vista / Hasta luego. See you / See you later.
Hasta pronto. See you soon.
Hasta mañana. See you tomorrow.
(Muchas) Gracias.
Thank you (very much).
De nada. You’re welcome.
Bienvenidos Welcome
Lo siento I’m sorry
Con permiso / Perdón / Disculpe Excuse me / Pardon me
¡Vamos! Let’s go!
¿Cómo está usted? How are you? (formal)
¿Cómo estás? How are you? (informal)
Insert+4 for eacute in
¿Qué tal? How’s it going?
Bien / Muy bien Good / Very good
Insert+4 for acute in Más below
Mal / Muy mal / Más o menos Bad / Very bad / OK
Sí / No Yes / No
¿Cómo?
¿Cómo se llama usted? What is your name? (formal)
¿Cómo te llamas? What is your name? (informal)
Me llamo… / Mi nombre es… My name is…
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.
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.
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.
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.
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
Dr. Robinson guides transcribers through the process of math image conversion for accessibility, specifically focusing on converting math images into accessible Word documents using MathKicker.AI. She begins by highlighting that transcribers will easily recognize an image when it turns blue upon clicking it when opened in PDFs. These images, often blurry due to repeated copying by teachers, require careful description for students who cannot feel the number lines. Dr. Robinson emphasizes the importance of adjusting the level of detail based on the student’s age and familiarity with number lines during the math image conversion access process.
To begin the process to learn how to convert math images into accessible Word documents for students with accessibility needs, Dr. Robinson gives step-by-step video instruction using “Windows + Shift + S” to capture the image and then select “Convert Image to Doc” using the clipboard in Mathkicker.AI. This method is particularly useful for large documents. Once converted, the image opens in Word, where it is important to enable editing with F6. She advises saving the document with a simple name, like “Line Work,” and placing it in the downloads folder from Mathkicker.AI.
Dr. Robinson demonstrates how to work side-by-side with the original image and the converted document. By adjusting the zoom to 200%, transcribers can compare the math accurately. She notes that sometimes images may contain extra elements, like a punched hole, which the software might misinterpret. These should be corrected during math image conversion for access.
Accuracy for Math image conversion access
For further accuracy, Dr. Robinson recommends using alternative text (alt text) for the graphic line. This helps students and sighted individuals, such as teachers or parents, understand the content. She explains that leaving the graphic in the document with added alt text is beneficial. A user can add the braille Math editor into use in WORD also for more options or even using EXCEL.
Moving to more complex math for math image conversion access, she instructs on using the Desmos graphing calculator. Students can use “Alt + Print Screen” to capture and paste graphs into the Word document. Describing shaded areas or specific graph features is crucial for clarity. Finally, Dr. Robinson shows how Math Kicker efficiently converts math into text, creating clean, accessible documents. This method, combining math image conversion access and alt text descriptions, significantly speeds up the transcription process while ensuring students receive accurate, accessible math content. Dr. Robinson concludes by encouraging transcribers to reach out with any further questions. At times, you need to adjust Margins, etc.
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.
Dr. Robinson demonstrates how to use MathKicker.AI to complete various types of math with NVDA and UEB math. She begins by accessing a math problem in HTML format through a browser. Using outdated software, including NVDA on Windows 10, she shows how even older technology can effectively handle advanced math tasks.
First, Dr. Robinson opens a math problem in Firefox, which currently translates math perfectly. She presses “Control + P” to print the page as a PDF, saving it to her downloads folder. Next, she switches to Chrome using “Windows + 3” and opens Math Kicker.AI, a tool designed for converting math problems. She uses the “Alt + C” command to start the conversion process.
She navigates through MathKicker’s options using the applications key and selects UEB math code with NVDA commands. After selecting the PDF file, she waits for two chimes, indicating the conversion is complete. To begin solving the problem, she turns off the virtual cursor, moves to the problem area, and uses the “F2” key to break down the equation into individual components.
She demonstrates how to solve the problem step by step, using commands like “Alt + B” to apply operations to both sides of the equation. She also uses “Control + R” to replace specific elements in the equation, simplifying the problem as she goes. After completing the math problem, she presses “F9” to review the LaTeX code, reinforcing her understanding of the math.
Dr. Robinson explains how these steps ensure that even visually impaired students can solve advanced math problems with outdated technology. She emphasizes that Math Kicker.AI, combined with NVDA, allows for accurate UEB math transcription, making it accessible to a global audience. She concludes by encouraging viewers to use these methods to handle any type of math problem effectively. More NVDA and UEB Math videos here.
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.
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.
Dr. Robinson demonstrates how transcribers can efficiently convert math images into text using accessible Word documents and MathKicker.AI. She begins by showing how to identify an image containing a math problem. Note, that it turns blue when clicked and often appears blurry for a hint of inaccessible. To convert the image, she uses the “Windows + Shift + S” command to capture the image, then pastes it into MathKicker using “Alt + V.” After converting the image, she opens the document in Word.
Dr. Robinson advises transcribers to compare the original image with the converted text to ensure accuracy. She recommends using “F12” to save the document and “Alt + D” to choose the save location. For side-by-side comparison, she suggests using “Alt + Space” and “R” to restore and resize the windows.
For Transcribers to convert math images into text
To describe number lines or graphs, transcribers should write out the details, such as the range and direction of the line. Dr. Robinson also shows how to add alt text to images by right-clicking and selecting “View Alt Text.” This feature is particularly useful for visually impaired students who rely on screen readers.
For inequalities and other math problems, Dr. Robinson explains how to use Desmos, a graphing calculator tool. She demonstrates how to type equations into Desmos and capture the graph using “Alt + Print Screen.” The captured graph can then be pasted into the Word document, and additional descriptions should be provided for clarity.
Finally, Dr. Robinson emphasizes the importance of proofreading and adjusting the text to ensure it accurately represents the math content. She encourages transcribers to use MathKicker for quick and accurate transcriptions, highlighting its ability to create accessible math documents efficiently.
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.
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.
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.
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.
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 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 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.
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 all ages, Math Team, Dr. Robinson, along with Professor Betsey, Campbell Rutherford (teacher intern), led the session. Nate Kile (Access Tech Specialist) was the moderator. Math Team emphasized the importance of ensuring blind students can access their technology independently and efficiently. Nate Kile assisted by handling participant questions during the presentation, allowing attendees to type inquiries in the Zoom chat box. Mr Kile would ask the Math Team from the virtual attendees.
Each presenter built on the others’ lessons. Dr. Robinson began with elementary math training skills and how JAWS and other assistive technologies play crucial roles in blind students’ education. Teaching math for all ages, she typed out typically math problems in elementary school to show audience how easily math is completed in WORD. Nate provided opportunities for participants to unmute themselves using Alt + A or Alt + M to ask questions.
Math for all Ages: Dr Robinson
The Math Team turned off their videos to optimize bandwidth. When teaching virtually, turning off video offers better bandwidth for a flow of uninterrupted instruction. Dr. Robinson started the discussion by running JAWS, a screen reader. She explained how to troubleshoot JAWS issues, recommending minimizing programs and restarting the software for optimal performance.
The session highlighted key JAWS commands, such as Windows + D for quick access to the desktop. Dr. Robinson demonstrated how blind students could use Braille displays for math, including Nemeth code. She showed how blind students control their computers by personalizing settings like screen readers and Bluetooth. Customizing the setup is essential for supporting math learning at all ages.
Math for all ages math formulas in Word
Math for all Ages: Professor Betsey
Professor Betsey demonstrated how to effectively use Braille displays, including advanced setups for students. She went into MathType and LaTex and how to use advanced Math techniques to accomplish all math levels. She emphasized the importance of maintaining accessibility and autonomy for students through personalized settings. As a college-level math professor, she explains that using a PC for math enables full inclusion of blind students. Prof. Betsey emphasizes that this technology allows blind students to participate equally in all aspects of their education. This approach supports the goal of providing math for all ages.
Math for all Ages: Campbell
Campbell Rutherford, a teacher intern, demonstrated how to integrate graphing and mathematical functions using accessible technology for blind students. Campbell began by demonstrating how to write a function in Word using LaTeX. She then transitioned to graphing that function in Desmos, an online graphing calculator. Using her braille display and screen reader, she input and analyzed the graph. Campbell explained how blind students can explore mathematical properties like intercepts and undefined points. After reviewing the graph, she took a screenshot and pasted it into a Word document. This tied together the written mathematical properties and the visual representation. Throughout, Campbell stressed the importance of accessible math for students of all ages.
Throughout the session, the Math Team emphasized the importance of managing constant software updates. They explained how providing local admin rights empowers students to update their programs and devices independently. This in-turn prepares them for both academic success and future employment. The TechVision team’s approach ensures that students can fully access their education and maintain control of their technology. This ultimately sets them up for long-term success but especially the STEM field. More Math Lessons here:
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:
Navigate headings: Press H to jump between headings, allowing you to quickly move through sections of the page during subtraction practice.
Navigate links: Use Insert + F7 to bring up a list of all links, and then use the arrow keys to select the desired one.
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.
Move to form fields: Use F to jump between input fields, such as answer boxes or search fields.
Navigate by list: Press L to move through lists of questions or answer choices, ensuring efficient navigation during subtraction lessons.
Read the current line: Press Insert + Up Arrow to read the current line, useful for verifying questions or feedback.
Repeat the last spoken phrase: Use Insert + 5 on the numpad to repeat the last spoken message.
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
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.
Dr. Betsey Doane shared her experience teaching math for over 50 years and the importance of making math accessible to all students, including those with visual impairments. She began by introducing the software MathType, essential for creating accessible math content. The software integrates into Word and allows users to write math that is accessible to both screen readers and braille displays. Her efforts truly embody the concept of Advanced Math Made Accessible.
Dr. Doane explained the basics of LaTeX, a text-based language used for writing math. She demonstrated how to input and translate common math expressions such as fractions, square roots, and equations using LaTeX in Word. Her instructions included using the Focus 40 Braille Display and ensuring proper configurations for students to view math content in braille. This approach makes advanced math more accessible for everyone.
LaTex using Mathtype to insert perfect Advanced math made accessible
She emphasized the importance of understanding both the visual and non-visual ways of presenting math, highlighting that students need the right software and commands to work effectively. By using LaTeX and MathType, both sighted and blind students can access and solve math problems, ensuring inclusion in any classroom setting. This makes advanced math accessible and easier to understand.
She highlighted the use of MathType software, which integrates seamlessly with Microsoft Word, allowing users to create and present math content that is accessible through screen readers like JAWS and braille displays like the Focus 40. Dr. Doane explained how MathType enables students and educators to write complex equations, such as fractions, square roots, and exponents, in both visual and non-visual formats. This ensures that blind students can access the same content as their sighted peers, making advanced math more accessible.
Advanced Math Made Accessible with LaTex
Dr. Doane also provided an introduction to LaTeX, a powerful text-based language used for writing mathematical expressions. She demonstrated how to write math using LaTeX syntax, such as using backslashes for commands like fractions and square roots. By using LaTeX in Word with MathType, math content can be rendered correctly on both screen readers and braille displays, making it easier for blind students to follow along in class and complete assignments. This is another way to make advanced math accessible.
Furthermore, Dr. Doane stressed the importance of configuring braille displays correctly, ensuring that input is set to computer braille and output is set to grade 2. She provided step-by-step instructions for adjusting these settings on the Focus 40 Braille Display, ensuring that students can navigate math content effectively, contributing to the overall goal of making advanced math accessible.
In conclusion, Dr. Doane encouraged educators to adopt these tools and techniques to create an inclusive learning environment where both sighted and blind students can excel in mathematics. Her detailed instructions and practical advice offer a clear path toward accessible math education for all.
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
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!
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
Power on the Focus Braille Display
Ensure the Focus Braille Display is fully charged and powered on before connecting.
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.
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.
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.
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.
Configure Settings (Optional)
To further customize settings like verbosity and Braille output, go to Braille options via Insert + J, Alt + O, and B.
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.
The Math Window® system is a tactile math learning tool that is an innovative teaching tool for blind and visually impaired students. It uses magnetic tiles with Braille and print. This allows students to interact with math problems using tactile methods. Instructors and students can construct and modify equations by arranging these tiles. The board is portable and fits on a student’s desk. It includes a carrying tote for convenience. Available versions cover basic math, algebra, and geometry. Math Window supports Nemeth and UEB Braille standards.
The Math Window® system empowers students to engage actively with math. This enables them to learn how to output their math work on a computer using WORD. It offers a hands-on, tactile learning experience. The magnetic board and tile system supports understanding math problems in various disciplines. Students can create equations and move the magnetic tiles to explore concepts. They can easily modify or adjust their work as needed. The system’s adaptability allows instructors to personalize lessons. This enhances students’ independence in solving math problems.
Math Window provides two key Braille formats: Nemeth and UEB. This ensures compatibility with the Braille system used by the student. This flexibility makes it accessible in both educational and real-world settings. With tactile interaction, blind students can “see” math equations’ structure. This method builds confidence and encourages students to delve into STEM subjects.
The portability of the Math Window system allows ease of use in classrooms and homes. Instructors benefit from a clear, organized way to present math problems. Students can efficiently explore and manipulate the problems. This increases their engagement with the material. Whether working individually or in groups, the Math Window fosters a collaborative learning environment.
Using tactile math learning tools such as the Math Window, The student ‘visualizes’ the layout of a math formula by exploring it with their fingers.
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
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:
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.
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.
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.
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.
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.
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.
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.
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
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 Development Opportunities for Teachers and More
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.
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
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.
I (Dr. Robinson) began instruction with Kaleigh in the 3rd grade as she struggled to see large print at 2 inches. Here is a video of her first learning skills and as time passed, her typing with special hands was no problem as she quickly got up to 77 words per minute with her special hands.
Practice and Patience: Regular practice is crucial. Start with basic exercises in how to use each hand and gradually increase complexity. Focus on accuracy before speed. Using these techniques and applying this knowledge to her actual work, within 3 years she went from learning to typing at 77 wpm using JAWS screen reader. The above is true for learning braille also.
Typing with special handsSpecial hands reading Braille
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.
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.
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
Creating Geometry tables in Desmos provides a structured way to input and explore data, especially for users who rely on screen readers or keyboard navigation. Desmos is designed to be accessible, allowing blind and visually impaired users to create tables and input values using simple keyboard commands. By using the table function, users can input x- and y-values and navigate through cells seamlessly. This accessibility enables full participation in mathematical exploration and data visualization, making Desmos a valuable tool for both students and professionals. Through keyboard shortcuts and screen reader compatibility, creating and managing tables in Desmos becomes an intuitive and efficient process: even creating 2 or more shapes.
To create a table in Desmos, follow these steps, especially if you’re using a screen reader or keyboard navigation:
Creating Geometry Tables in Desmos Using Keyboard:
Open Desmos Graphing Calculator:
Go to the Desmos website and open the graphing calculator interface.
Activate the Add Expression Button:
If you’re using a screen reader, navigate to the “Add Expression” field by pressing Tab until you hear the option.
Enter the Table Command:
Type table() and hit Enter. This will create an empty table. The screen reader will announce that a table has been created, and it will move you into the table input fields.
Fill in Table Values:
To fill in the values for your table, use the arrow keys to navigate between cells.
Input the x-values in the left column and the y-values in the right column.
After typing each value, press Enter to move to the next cell. The screen reader will confirm each input.
Navigation Commands (for Screen Readers):
Move to the Next Cell: Press the Right Arrow or Down Arrow to move between cells.
Move Back: Press the Left Arrow or Up Arrow to go back to previous cells.
Delete an Entry: Use Backspace to delete the contents of a cell.
Add More Rows: Navigate to the last row and press Enter. This will automatically add a new row for more data points.
Keyboard Shortcuts in Desmos:
Navigate between expressions/tables: Use the Up and Down Arrow keys.
Create a new table: Type table() in the expression line.
Results
By typing table() into the Desmos expression field, users can create tables and populate them with x- and y-values. Or just create a Table from menu. Screen readers will provide auditory feedback, helping users navigate through the cells and input values. Desmos’ intuitive keyboard commands make this process efficient for users relying on screen readers or those who prefer keyboard navigation.
Embossing graphics for Blind Students: Dr. Robinson offers this video for families and transcribers needing to adapt images for blind students to “see.” This video offers a straightforward approach to creating accessible Venn diagrams using the technique to emboss graphics with Tiger.
Dr. Robinson begins by explaining how to handle a Venn Diagram or any graphic. She demonstrates using a Venn diagram with two large, intertwined circles, where all parts are shaded. Such images blur when transferred into Tiger Designer, a common tool for producing tactile graphics. She recommends redrawing the diagram for clarity, ease, and speed. This approach is more effective than fixing the shaded areas when you emboss graphics with Tiger.
How to Emboss the Tiger Graphic
To show blur issues, she creates a new diagram, by opening Tiger Designer and pressing Control + N to start a new document. After ensuring the default settings are correct, pasting an image using Control + V will result in a blurry output due to the shading. In this case, Dr. Robinson suggests redrawing the Venn diagram. Ctrl + N for new again and Alt+O or click on Tools. Select a line width of 2.5 or 3, as thicker lines are easier for students to feel when you emboss graphics with Tiger.
Dr. Robinson then demonstrates how to draw two circles from the tool’s menu, representing the basic structure of the Venn diagram. She emphasizes the importance of labeling the sections and typing in uncontracted Braille works fine. She notes that while parents may not be familiar with contractions, students are accustomed to reading uncontracted Braille. It’s crucial to use these steps to emboss graphics with Tiger accurately.
Finally, Dr. Robinson shows how to emboss the Tiger graphic with Ctrl + P to emboss. Ensure the correct printer model and settings are applied. The final result will be a clear and accessible tactile diagram that the student can easily interpret.
Using Venn diagrams with screen readers involves strategic design and specific keyboard commands to ensure accessibility. Each set in the diagram must have clear, descriptive labels to guide screen reader users effectively. These labels help users understand the content without needing visual cues. Alt text plays a crucial role by summarizing the Venn diagram’s purpose, the sets involved, and their intersections. This concise description enables screen reader users to grasp the diagram’s structure and intent.
Keyboard navigation is essential for screen reader users to interact with Venn diagrams. The Tab key allows users to move through interactive elements like text boxes or linked descriptions associated with the diagram. Arrow keys are useful for navigating within tables or text boxes that describe the diagram’s content. This functionality ensures that users can access all relevant information without relying on visual input.
Screen reader software, like JAWS or NVDA, includes commands that facilitate navigation. In JAWS, the Ctrl+H command lets users jump between headings, making it easier to navigate through complex content. NVDA users can use the Ctrl+Alt+Arrow keys to move between headings or landmarks within a webpage or document. These commands are vital for quickly accessing different parts of the content related to the Venn diagram.
Incorporating structured content enhances the usability of Venn diagrams for screen reader users. Headings, bullet points, and numbered lists help break down complex information into manageable sections. This structure allows users to follow the logical flow of information without confusion. So, Screen reader users can also navigate through tables that complement the Venn diagram. Tables list elements within each set and describe intersections, making the relationships between sets clear. JAWS users can move horizontally between cells using Ctrl+Alt+Right/Left Arrow keys, and vertically with Ctrl+Alt+Up/Down Arrow keys.
Careful Planning
Creating accessible Venn diagrams for screen reader users requires careful planning. By using descriptive text, alt text, structured content, and keyboard commands, educators and content creators can ensure that all users, including those who rely on screen readers, can effectively interact with and understand Venn diagrams. These strategies are essential for making complex visual information accessible to everyone. More Video Lessons here
Create your Venn Diagram via WORD and shapes, applications key to move to back or forward then use these commands to access: Venn Diagram-Accessible
Ctrl Shift O to all objects, escape when done writing, select object then tab through all objects to access A, B and other combo letters. Once open in Google, Alt f to file and d to download as Word doc. Then F12 for save as and Ctrl Shift O will work correctly. This will NOT work in Google.
When done, have student emboss off a copy to feel what it is like and if you are having computer issues, tweak it to work better with screen reader.
Computer Local Admin access is Crucial at all education levels. Dr. Robinson, an Assistive Technology and IT specialist, sets up, maintains, and controls all the computers used in TechVision programs while TechVision Team continues teaching students to manage their own technology. She emphasizes the importance of blind students having local admin access on their school computers so they can make necessary updates and changes to their laptops as needed.
Firstly, she highlights that anti-virus software like Kaspersky or Sophos often interferes with screen readers. Instead, Dr. Robinson recommends using Malwarebytes with Microsoft Defender, as it provides strong protection without disrupting screen reader functionality. Having Computer Local Admin access ensures students can implement these software changes.
Dr. Robinson also explains the need for screen readers such as JAWS. Schools often filter out essential websites and programs like Freedom Scientific, which students require for their studies. With local admin access, students can update their screen readers and related software, which is necessary to keep their devices running smoothly. These updates are crucial and happen every few months. Computer Local Admin access allows students to manage these updates efficiently.
In addition, students must manage their desktops efficiently. They need to pin important programs, such as JAWS, to the taskbar for quick access and adjust their settings without assistance. Pinning their school sites to the desktop make quick access to any site. Through the context menu, students can navigate and personalize their desktop to meet their needs.
Computer Local Admin access to Applications Key on desktop to access anything on the computer
The run dialog box is another essential tool with CTRL+R. Students need to clear temporary files, which can slow down screen readers. Since screen readers are memory-intensive, removing these files improves both the computer’s speed and network performance. Computer Local Admin access is required for these maintenance tasks.
Dr. Robinson further emphasizes the importance of Office 365, especially for math tasks. Using the math editor, students can create and solve equations that read seamlessly on a braille display. This access is crucial for academic success, particularly in STEM subjects.
Lastly, Dr. Robinson stresses the necessity of file explorer -Windows+E and Bluetooth settings. Without a mouse, blind students rely on file explorer to organize their files. Bluetooth access is also essential for reconnecting braille displays and other devices.
In summary, Dr. Robinson believes local admin rights are essential for blind students to manage their technology independently, keep their devices updated, and fully engage in their education. This allows them full access for a lifetime. The TechVision Team ensures students learn essential skills to manage and update their devices independently, preparing them for a lifetime of technological adaptation. As technology evolves, these skills are crucial. Computer Local Admin access is vital for securing and maintaining employment so they know the updates needed, in an increasingly digital world.
Emery, a blind ninth-grader at Kalaheo, introduces herself and shares her love for math and technology. She uses a computer with a screen reader and Braille display to access her education. Eme navigates her world with a cane and texts friends using her phone. During the pandemic, her computer became essential for schoolwork. She explains how she uses various tools to access her education, including JAWS screen reader and Braille Display and other access technology. Eme highlights the importance of accessible assignments and demonstrates navigating an online platform despite its challenges. Accessible work at school is critical for her success.
Emery uses tools like the JAWS screen reader and Braille display connected to her computer to navigate her studies. She emphasizes that accessible assignments are crucial because they allow her to engage with the same content as her peers. When assignments are not accessible, it creates significant barriers to her learning. It is evident that accessible work at school can make a big difference.
Eme Making Work accessible on an inaccessible site
By ensuring Teachers’ work is accessible, you empower students like Emery to succeed and participate fully in their education. Accessible materials foster a learning environment where all students can be included and thrive. Therefore, focusing on making work accessible at school helps all students.
She thanks teachers for their commitment to making education accessible for everyone. Providing accessible work at school shows dedication to inclusion and highlights the importance of accessibility.
Formatting an APA format paper writing style using keyboard commands is an efficient way to create a properly structured document without relying on a mouse. By using shortcuts within programs like Microsoft Word, you can quickly adjust key elements such as margins, fonts, line spacing, and indentation. This guide outlines the essential steps, including setting up the title page, organizing headings, and formatting the references page. By mastering these keyboard commands, you can streamline the process of formatting your APA paper and ensure it meets academic standards.
To format an APA paper using keyboard commands, you can use several standard shortcuts within word processors like Microsoft Word. Follow these tips to make APA format paper writing easier:
1. Setup the Document in APA format paper writing style
Margins: The default margins in Word are typically 1 inch, but you can check by pressing Alt + P, then M, and selecting “Normal”.
Font and Size: Use Ctrl + D to open the Font dialog box. Set the font to Times New Roman and the size to 12. Both settings are essential in APA format paper writing.
Line Spacing: To set double spacing, press Ctrl + 2.
Indentation: For the first line of each paragraph, press Ctrl + T to create a hanging indent. To undo this and create a regular first-line indent, press Ctrl + Shift + T and then Tab to indent the first line.
APA format of paper
2. Title Page
Running Head: Press Alt + N to go to the “Insert” tab, then H for “Header”, and Ctrl + R to right-align the text. Type “Running head: YOUR TITLE” (in caps) on the first page. On other pages, just type the title without “Running head”.
Title: Press Ctrl + E to center the title. Capitalize each major word in the title.
Author and Institution: Press Ctrl + E again to center your name and institution. Press Enter between lines. Proper formatting of this section is crucial for APA format paper writing.
3. Main Body
Heading Levels:
Level 1: Centered, bold. Use Ctrl + E to center and Ctrl + B to bold.
Level 2: Left-aligned, bold. Use Ctrl + L to left-align and Ctrl + B to bold.
Level 3: Left-aligned, bold, and italicized. Use Ctrl + L, Ctrl + B, and Ctrl + I.
Level 4: Indented, bold, ending with a period. Use Ctrl + T for hanging indent, Ctrl + B, and type your text.
Level 5: Indented, italicized, ending with a period. Use Ctrl + T, Ctrl + I, and type your text.
4. References Page
Hanging Indent: Select the references text and press Ctrl + T to apply a hanging indent, following APA format paper conventions.
Title: Center the title “References” using Ctrl + E.
5. Page Numbers
Insert page numbers by pressing Alt + N, then N, and selecting “Page Number”. Place the number in the top right by pressing Ctrl + R.
This approach covers the essential formatting elements for an APA paper using keyboard shortcuts. Let me know if you need specific details on any step for better APA format paper writing! Find MLA Word Format here.
