Early braille and technology instruction builds confidence, speed, and independence far earlier than most people realize. In this video, you’ll see Blind Kids Race Using Braille Technology as a blind 4-year-old and a 2nd grader race using braille writing tools while developing keyboarding, literacy, and technology skills through play, repetition, and structured instruction.
These students are not simply “learning devices.” They are learning how to:
Read and write independently
Build finger strength and tactile awareness
Increase speed and coordination
Develop early technology confidence
Prepare for future academic success
Young blind children can learn braille and technology skills at the same developmental stage sighted children learn print, handwriting, and keyboarding. When instruction begins early, students gain the ability to keep pace with peers academically while building true independence.
This type of instruction combines:
Braille literacy
Keyboarding
Listening skills
Finger positioning
Technology access
Confidence through repetition and success
Ready for Kindergarten to maintain pace with peers
The excitement and speed shown in this video demonstrate that blind children are fully capable of mastering complex skills when given access to the right tools and instruction early.
Starfall.com is a wonderful website for kids. It provides free and subscription-based learning games and resources for young children. It focuses on early literacy, math, and foundational skills. Initially created to teach reading through phonics, Starfall has since expanded to include interactive content in math, social studies, and more. Go to: https://www.starfall.com/h/accessibility.php which is on the first page so your child can access the site also.
Key Features of Starfall.com Website for kids:
Phonics and Reading: The website offers various phonics-based reading games and activities, helping children build vocabulary and comprehension skills.
Math: Starfall includes interactive games and exercises that teach basic math concepts such as counting, addition, subtraction, and geometry.
Language Arts: Activities to help kids understand grammar, sentence building, and other language concepts.
Science and Social Studies: Limited resources are available for early science and social studies learning.
While Starfall.com website for kids aim to be accessible (most of it is) BUT, you must use: https://www.starfall.com/h/accessibility.php for accessible play for interactive games and animations, which are a major component of Starfall’s appeal.
VoiceOver (iOS): Some parts of Starfall are accessible when using VoiceOver on iOS devices. However, many interactive elements may not be read or described in full by the screen reader, making navigation difficult.
JAWS and NVDA (Windows): Starfall’s web-based activities have mixed results with JAWS and NVDA. Some of the educational content is accessible, but much of the visual and interactive games may not be fully usable. The site does not appear to have been fully optimized for these tools.
Keyboard Navigation: For users who rely on keyboard navigation, Starfall might be challenging since many games require dragging and dropping or clicking on specific items that are visually represented.
Text Descriptions and Audio Narration: Starfall includes a lot of audio instructions and narrated text, which can be helpful for users with low vision or reading difficulties, but this is often tied to specific animations or games that may not be fully accessible to blind children.
Kids Bright eye glasses will help your child “WANT” to wear them.
Kids bright eye glasses
Find the perfect adorable pair of glasses for your little one… Or even cute patches to have 1 eye patched.
At Kids Bright Eyes, the focus is on nurturing children’s vision health through a range of engaging services. They emphasize the importance of early eye exams and offer tailored solutions to address common vision issues in children. The site highlights their commitment to using advanced technology for accurate diagnoses and personalized care. Parents can access valuable resources and tips for maintaining their child’s eye health and learn about various vision problems and treatments. Additionally, Kids Bright Eyes provides educational content to help parents understand how to recognize early signs of vision issues and the steps to take for effective intervention. Overall, Kids Bright Eyes combines expert knowledge with a compassionate approach to support and enhance children’s visual development.
Teach Touch Typing in Just 5 Hours-Proper Touch Typing position
Proper Placement of Fingers on Keyboard
Proper Placement of fingers on Keyboard-Alt Text Below
The way to sit and learn-this is critical for speed and accuracy:
Sit tall, back supported
Feet flat on the floor
Elbows at 90 degrees
Wrists straight and slightly raised
Hands hover over keys
Shoulders relaxed
Head up, eyes forward -do NOT look down–looking slows you down
Teaching line to repeat (great for kids)
“Sit tall, feet flat, wrists up, and let your fingers do the work.”
Begin with the home row keys:
Left hand: A S D F G Right hand: H J K L ; ‘
Practice moving forward and backward across these keys until movement feels natural and consistent. Focus on correct finger placement and returning to the home row after each key.
Once comfortable, begin typing the word series below.
After completing the first three sets of words, introduce capitalization by using the Shift key with the opposite pinky of the letter being typed. This builds correct habits for capital letters.
Next, introduce the period key, using the right ring finger (L finger down to period), and incorporate it into word and sentence practice below.
This image presents a color-coded keyboard and hand diagram designed to teach proper finger placement for touch typing.
Proper Placement of fingers on Keyboard-Alt Text Below
ALT Text: At the top of the image is a full keyboard layout. Each key is color-coded to show which finger should be used to press it. The keyboard includes all standard keys such as letters, numbers, punctuation, Shift, Enter, Backspace, Tab, and Space.
The keyboard is divided into sections by color:
Keys assigned to the left hand appear on the left side of the keyboard.
Keys assigned to the right hand appear on the right side of the keyboard.
Each finger is represented by a consistent color across both the keyboard and the hands shown below.
Touch Typing Finger Guide
This diagram shows a standard QWERTY keyboard with each key color‑coded to match the finger that should press it. Below the keyboard are two hands, each finger labeled with a number and color that corresponds to its assigned keys.
Left Hand Responsibilities
Left Pinky (Finger 5): Controls the far‑left keys: Tab, Caps Lock, Shift, the number 1, and the letter keys Q, A, Z. Also handles punctuation on that side.
Left Ring Finger (Finger 3): Controls 2, W, S, X.
Left Middle Finger (Finger 2): Controls 3, E, D, C.
Left Index Finger (Finger 1): Controls two vertical columns:
Left column: 4, R, F, V
Right column: 5, T, G, B
Right Hand Responsibilities
Right Index Finger (Finger 1): Controls two vertical columns:
Left column: 6, Y, H, N
Right column: 7, U, J, M
Right Middle Finger (Finger 2): Controls 8, I, K, comma.
Right Ring Finger (Finger 3): Controls 9, O, L, period.
Right Pinky (Finger 5): Controls the far‑right keys: 0, P, semicolon, apostrophe, slash, plus Enter, Backspace, Shift, and other right‑side punctuation.
Thumbs
Both thumbs press the Spacebar, with the right thumb used most often.
Overall Purpose
The diagram teaches correct touch‑typing technique by showing which finger should press each key. Each finger controls a specific vertical zone so students can type quickly without looking at the keyboard.
Key Concept
Each finger is responsible for a specific group of keys. The fingers return to the home row after each keystroke. This method allows typing without looking at the keyboard. Trying to look at keyboard will slow you down. Muscle memory is the key.
Purpose of the Diagram for teachers to teach skill
This visual supports learning:
correct finger placement
muscle memory
efficient, accurate typing without visual reliance
Simple Teaching Summary
Each finger has a job. Start on the home row. Reach, press, and return.
Videos to Watch of Students in Action with screen reader
Low Vision Students or students with Progressive Vision Loss—Start Early. Build Independence.
What 20/40 vision means at 20 feet trying to look at board
Understanding 20/40 Vision: Why “Almost Normal” Still Matters in the Classroom
When people hear 20/40 vision, they often assume it means “just a little blurry.” But for many students, 20/40 affects how they access learning, social cues, and the fast‑moving visual world of school. It’s not a measure of intelligence or effort — it’s a measure of visual access.
Here’s what 20/40 really means, and why it deserves attention.
What Does 20/40 Vision Mean?
A student with 20/40 vision sees at 20 feet what a student with typical vision sees at 40 feet. That difference may sound small, but in real‑world environments — classrooms, hallways, playgrounds, screens — it adds up quickly.
20/40 is still within the “legal driving” range in many places, but that doesn’t mean it’s effortless. It simply means the student can function — not that they can function comfortably.
How 20/40 Vision Shows Up in Daily School Life
1. The board is readable… until conditions change
Students may read the board when the lighting is perfect and the marker is bold. But add glare, faint ink, low contrast slides, or distance, and clarity drops fast.
This leads to guessing, leaning forward, or quietly copying from a friend.
2. Small print requires more effort
Worksheets with tiny fonts, cluttered layouts, or dense text slow students down. They can read it — but it takes more energy, and fatigue shows up long before frustration.
3. Social cues can be harder to interpret
Facial expressions, quick gestures, and subtle movements may be harder to see from across the room. This can lead to misunderstandings that look like inattention or missed cues.
4. Outdoor environments are visually demanding
Playgrounds, fields, and parking lots introduce glare, shadows, and low‑contrast backgrounds. Spotting details — a ball, a friend waving, a step — takes more effort.
5. Students may not report difficulty
Kids with 20/40 often assume everyone sees this way. They adapt quietly, work harder than adults realize, and rarely complain.
Why 20/40 Still Matters for Access
20/40 doesn’t require the same level of support as 20/200 or 20/70, but it still impacts:
reading speed
visual endurance
accuracy at distance
social interpretation
comfort in bright or low‑contrast environments
Small changes can make a big difference:
better contrast on the board
bold markers
seating that reduces glare
slightly larger print
uncluttered worksheets
digital access when possible
These aren’t “accommodations.” They’re access strategies — the same ones sighted students benefit from, just more essential here.
The Bottom Line
20/40 is not “almost normal.” It’s a visual profile that requires awareness, thoughtful design, and small adjustments that protect a student’s energy and confidence.
When we understand what 20/40 really means, we stop assuming students are “fine” — and start giving them the clarity they deserve and access to their world.
Understanding Vision in Children: What Visual Acuity Really Means
When Vision Problems Look Like Misbehavior as kid pokes another student in class to ask question
Why Vision Challenges Often Look Like “Behavior” in Kids and Adults
Vision challenges often hide in plain sight, yet they shape behavior every day. For many families, it can be confusing when vision problems look like misbehavior. A child avoids reading because letters blur. An adult seems distracted because focusing hurts. Teachers and parents notice frustration, not vision strain. Misunderstanding grows quickly when no one knows the eyes work too hard. When vision becomes clear, behavior improves, confidence rises, and daily tasks feel easier. This illustrates why vision problems sometimes appear as misbehavior.
Many vision issues do not appear as “I can’t see.” They appear as everyday behaviors people misunderstand. These signs often show that vision—not motivation—is the real struggle.
• “Why can’t my child see the board?” Distance vision is only part of the story. Low contrast, glare, and faint markers make even the front row feel far away.
• “Why does my student squint?” Squinting is often a contrast problem, not a distance problem. It’s the brain trying to sharpen an image that isn’t clear enough.
• “Why does my child hold things close?” Close viewing is a strategy, not a flaw. Many students see best within a narrow range where print is larger, clearer, and higher contrast. When vision problems arise, they may mimic misbehavior rather than signal a visual challenge.
• “Why does my student miss social cues?” Facial expressions, eye contact, and gestures are low‑contrast, fast‑moving, and often far away. Missing them is a vision access issue, not a social one.
Vision Problems Look Like Misbehavior in small but significant ways
• “Why is my child clumsy?” Depth perception, peripheral vision, and glare sensitivity all affect movement. Tripping or bumping into things is often functional vision—not coordination.
• “Why does my student avoid reading?” Avoidance is usually fatigue. Low contrast, small print, and visual clutter make reading physically exhausting long before it becomes academically challenging. In many cases, vision problems may be mistaken for misbehavior in students avoiding tasks.
Why does my child interrupt conversations or seek attention in the wrong ways? If you can’t clearly see who is talking, where the group’s attention is focused, or when it’s your turn to join in, you rely on timing guesses. What looks like interrupting or attention‑seeking is often a student trying to participate without the visual information everyone else takes for granted. Vision Problems Look Like Misbehavior all the time with habits such as these.
When we understand the why, we stop labeling these behaviors as inattentive, unmotivated, or disruptive—and start creating environments where students can thrive.
Understanding Vision in Children: What Visual Acuity Really Means
Blind Teens See a World That Rarely Sees Them Back-They scroll social media with braille display and
The Silent Exhaustion Teens Carry Into the Classroom
The bell rang at 7:05 AM, but most of the class did not look up. At the front of the room, Ms. Sage watched them, really watched them and saw something most adults miss. In moments like this, it becomes clear why so many people are talking about Today’s Teens Feeling Overwhelmed. Twenty‑seven juniors sat in rows; faces washed in the cold glow of their screens. Their thumbs moved faster than their eyes. Notifications popped like fireworks. Someone laughed at a meme. Someone posted a photo… then deleted only minutes later because of fear someone judging the image.
Ms. Sage stood with sadness and concern.
The Hidden Weight Social Media Places on Today’s Teens
She had taught for thirty‑two years, but this generation was different. Not worse, just heavier. According to the latest national data, 57% of teen girls and 29% of teen boys now report persistent sadness or hopelessness, the highest levels ever recorded. And teens who spend more than three hours a day on social media which is nearly all of them, are twice as likely to experience symptoms of anxiety and depression.
She saw those numbers every day in their faces: tired, anxious, overwhelmed, disconnected, and fragile.
“Phones away,” she said gently. “All the way away.”
A few groaned. One boy rolled his eyes. But they obeyed.
On her desk sat a plain cardboard box. Nothing special. But today, it mattered.
“I want you to write down one thing,” she said, handing out slips of paper. “Not your name. Not a joke. Just the truth.
Then she turned to Suzy and John, her blind students. “You two can text me using SendAnonymousSMS,” she said. “I’ll copy your message onto a paper slip and drop it in the box with the others.” “That way no one will know who it’s from.”
She looked back at the room. “Everyone Write down the thought that runs through your mind — your heart — whenever you scroll your accounts. The one you never say out loud.”
The room stilled. Eyes wide.
When Comparison Becomes a Daily Battle for Teens
A cheerleader in the back, Lila, known for her perfect Instagram feed, stared at her blank paper under crushing pressure to “look” perfect. Her hands trembled. Just last week, she had confessed to the counselor that she spent over eight hours a day comparing herself to girls she did not even know, staying up late and scrolling into the early morning hours. And she was not alone. National surveys show that 46 percent of teens say social media makes them feel worse about their bodies and their families, and one in three teen girls say they feel “ugly” because of what they see online.
Every day, they scroll past smiling faces, perfect vacations, flawless skin, and filtered happiness and somewhere deep inside, they start believing everyone else is living a better life. They compare those highlight reels to their own quiet struggles and convince themselves they’re the only ones who feel sad, lonely, or left out.
Lila finally wrote something down and continued to move her pencil across the paper.
The Loneliness Behind the Laughs
Next to her, Jordan, the class clown tapped his pencil. He had 12,000 followers on TikTok. People loved him. But last month, he told a friend he felt “fake.” Research shows that teens who curate a “perfect” online persona are three times more likely to report loneliness, even when surrounded by people.
Jordan knew that feeling too well. He had one friend he could joke around with, someone he could confide in on the surface, but no one he trusted deeply. His parents had split two years ago, and his mom now worked two jobs just to keep the lights on. Most nights, he ate dinner alone while his sister stayed in her room, scrolling and picking at her food. They did homework alone. They fell asleep alone. The silence in the house made the loneliness louder, and the more he scrolled through everyone else’s “happy” lives, the more he believed he was the only one who felt this empty even though he saw the same despondent look on his sister’s face. So, he posted constantly, leaning into his class‑clown persona, trying to joke the loneliness away.
Blind Teens See a World That Rarely Sees Them Back
In the front of the room, Suzy and John knew what it felt like to be outsiders. Being blind set them apart before they even opened their mouths, and the feeling only sharpened when they scrolled through social media. With apps that read pictures aloud, the isolation deepened because no matter how many posts they explored, they rarely found people who were like them, lived like them, succeeded like them. They searched for blind mentors who could show them what was possible, yet they found few and sometimes none. Each empty search pressed the loneliness deeper. Students rarely talked with them because their blindness created a barrier built from difference and fear. Still, they kept scrolling, because that’s what teens did, even when it hurt.
Most of the class was not made up of kids like Lila, Jordan, or the school’s sports heroes. It was kids like Joe and Sue, the ones who sat in the back or middle rows, who blended in, who were never chosen first for anything. They weren’t popular, not even close, and they felt it every day. Students like Joe and Sue were the ones pushed aside in hallways, called hurtful names, talked over in group projects, laughed at for clothes their families could afford or hobbies no one else understood. They watched the popular kids climb the social ladder while they stayed invisible on the bottom rung, and the invisibility hurt almost as much as the teasing and social media scrolling. Being unseen didn’t protect them; it only made the loneliness sharper.
Brilliance and Secrets
Then, there were the two brilliant minds in the room: Jessica and James. The kind of students who competed at everything, from test scores to running for class president to who could finish the assignment first. They seemed happier than most, partly because they checked their social media feeds far less often than everyone else. They still used it — they were teens, after all — but they’d learned that too much scrolling made them feel worse, so they kept their distance when they could.
Even so, that choice, along with their drive, set them apart in a different way. They were the outliers, the only two who cared more about academics and future goals than trends or popularity. And because of that, some kids picked on them, calling them “perfectionists” or “teacher’s pets,” never understanding that Jessica and James weren’t trying to outshine anyone — they were just trying to build a future shaped by the dreams their parents had poured into them. That came with its own kind of pressure. When they fell short of what their parents expected, it hit their hearts harder than anything they could ever read online.
The Emotional Pressure Today’s Teens Feel but Rarely Share
Across the room, Tyler, the star running back with the big smile, the one everyone assumed had it all together leaned back in his chair, spinning his pen between his fingers. On the field, he was unstoppable. In the hallways, he walked with the kind of confidence people mistook for certainty. But inside, he was unraveling. Athletes are often seen as the “strong ones,” yet studies show they experience depression at the same rates as their peers; they just do not talk about it. Tyler lived that statistic.
He had teammates he joked with, guys he could talk football with, but no one he trusted with the truth. He had one friend he could confide in superficially, but no one who knew him deeply; no one who understood the pressure he carried. His parents had split last year, and his dad moved two states away. His mom worked double shifts at the hospital, leaving before sunrise and coming home long after he’d gone to bed. Most nights, the house was dark and quiet, and Tyler ate dinner alone at the counter, scrolling through highlight reels of other athletes who seemed stronger, faster, happier.
Online, he saw boys his age posting scholarship offers, perfect bodies, perfect lives. He compared their victories to his private fears and convinced himself he was falling behind. Research shows that nearly 1 in 3 teen boys feel pressure to appear “strong” online, and many hide their stress behind humor, sports, or silence. Tyler was no different. The louder the crowd cheered on Friday nights, the more alone he felt walking off the field.
He tapped his pencil harder. Then, slowly, he picked up his paper and began to write.
The Truth Teens Admit Only When They Feel Safe
One by one, they walked up and dropped their slips inside.
Ms. Sage waited until the last student sat down. Then she opened the box.
She pulled the first slip…and read.
“I feel invisible unless someone likes my posts.”
Another.
“I delete every picture of myself. I hate how I look.”
Another.
“I check my phone 200 times a day because I’m scared I’ll miss something and people will forget me.”
Another.
“I pretend I’m confident online. I’m not.”
Another.
“I don’t know who I am without my phone and my likes.”
She paused. The room was silent. No one moved.
Then she read the one that made her throat tighten.
“I don’t want to be here anymore… Everyone else looks happy, and I feel lost, hurting, and completely alone.”
The Centers for Disease Control and Prevention (CDC) reports that 22% of teens have seriously considered suicide, and the rates are rising fastest among those who spend the most time online. Ms. Sage knew that statistic. But hearing it in her classroom, in a child’s handwriting was different.
She folded the paper gently and stifled her tears.
Breaking the Lies Teens Believe About Themselves
“This,” she said, resting her hand on the box, “is what you’re carrying; this heavy, invisible weight.”
Her voice softened.
“And you need to know something. You are not the only one. Everyone who scrolls feels this pressure in some way, even adults. Loneliness is quietly shaping all of us, more than we admit.”
She looked up, steady and kind.
“You’re not strange for feeling overwhelmed. You are not weak for feeling the ache. You’re human. And you’re not carrying this alone.”
Seeing Through the Lies of Social Media
What you see online is not real life. What you feel is real, but it is not the end of your story.” Talk with each other about truth and make a friend, knowing that what is online, is a persona, something false pretending to be real. Your “likes” should come from right here in this room or at home.
Many students wiped their eyes.
Lila reached over and squeezed another cheerleader’s hand as she began to weep uncontrollably.
For the first time all year, they weren’t scrolling. They were listening. They were human again and looking around at each other.
Ms. Sage closed the box slowly, her hands resting on the cardboard as if it were something alive. Then she looked up.
“We’re not leaving this here,” she said quietly. “Come with me.”
The students exchanged confused glances, but no one argued. She picked up the box, hugged it to her chest, and led them out of the classroom, down the hallway, and through the back doors of the school.
The winter air hit them first; sharp, clean, honest.
Behind the building, near the maintenance shed, the old janitor, Mr. Alden, stood beside a metal burn barrel. Flames licked the rim, crackling softly. He nodded at Ms. Sage. They had arranged this.
“This,” she said, holding the box tightly to her chest, “is where we let go of what we were never meant to carry alone.”
The students formed a loose circle around the barrel. No one spoke. The only sound was the fire breathing.
Letting Go of What Teens Were Never Meant to Carry Alone
Ms. Sage opened the box. The folded slips of paper, their secrets, their fears, their midnight thoughts, rustled in the wind.
“Every one of you wrote something real,” she said. “Something heavy. Something you’ve been holding in the dark. Today, we burn the lies that told you were alone and not seen.”
She lifted the box and tipped it gently. One by one, the papers slid into the flames. They curled, blackened, and disappeared.
A hush fell over the group. Some students stepped closer. Others wiped their eyes. Jordan and several boys shoved their hands into their pockets, blinking hard as they fought the ache. Lila and the cheerleader teammate mirrored each other without meaning to, arms wrapped tightly around their own bodies, heads bowed as tears were blinked back and slipping free. They stood in a protective posture girls slip into when they don’t want anyone to see them break, watching the fire as if it were rewriting their stories.
Suzy pressed her head into her cane as rocked back and forth trying to comfort her pain. John stood next to her like a statue, gripping his cane so tightly his knuckles turned white, as he fought back tears.
Burning Lies
Because as the papers burned, they weren’t just burning confessions, they were burning the lies they had believed about themselves. The lie that they weren’t enough. Continued lie that everyone else was happier. The lie that they were alone. The lie that their worth depended on likes, followers, or filters.
Tyler stepped forward. He reached out and waved the ashes and said “goodbye”, a quiet, aching release. Then another hand lifted beside him with “goodbye”. And another. And another. Soon the whole group stood around the barrel, their hands rising over the heat, each wave a soft, brave goodbye to the weight they had carried… and a trembling welcome to the freedom they were finally claiming.
No one rushed or joked or hid.
When the last ember died, Ms. Sage spoke again, her voice steady.
“You don’t walk alone,” she said. “And the lies you waved goodbye to… they’re gone. You don’t have to carry them anymore.”
Returning to the Classroom with a New Strength and Solidarity
They stood there a moment longer, breathing in the cold air, feeling lighter than they had in years.
Then, slowly, they walked back inside; not as strangers scattered across rows, but as a group bound by the truth that they were more alike than different.
They were not alone.
Learning to Use Social Media Without Losing Yourself
Quitting social media isn’t really an option in this day and age; it’s about learning how to use it differently, in ways that lift you instead of draining you. You can follow people who inspire you, mute the accounts that make you compare yourself or feel worse about who you are, set smaller time limits (even a simple timer on your phone helps), and remind yourself that real connection happens in real conversations.
And when you look up from your screen, you’ll start to notice the people around you, classmates who hurt too, who could use a friend, who might become real friends if you gave them a chance. Speak to someone at school, or give someone a call after school, invite them over for pizza and a movie, make popcorn, hang out, or get a couple of people together just to laugh and talk. You don’t need perfection to feel better, just a healthier rhythm, a middle ground where your screen doesn’t get to decide your worth or your friendships.
Faith Reflection: The God Who Sees the Overwhelmed and Brokenhearted
When life feels heavy and everyone else online looks happier, God sees what you’re carrying — the real you, not the filtered version. In Scripture, Hagar calls Him “El Roi — the God who sees me.” He sees your hurt, your questions, your loneliness, and He doesn’t look away.
Psalm 34:18 says, “The Lord is close to the brokenhearted.” Not just the strong. Not just the confident. The brokenhearted.
The thoughts you wrote down — the lies you’ve believed — don’t define you. God’s truth does.
You are loved. And chosen. You are enough. And you are not alone.
Even on the days you feel invisible, God whispers: “I see you. I’m with you. I’m not letting go.
Accessibility opens the world for blind and low-vision people. Access Tech Lessons can help users get the most out of these tools by offering step-by-step guides and support. It removes limits, builds confidence, and gives you real control of your daily life. With the right tools, navigation becomes possible, learning becomes smoother, and work becomes fully accessible.
This page brings together practical lessons that teach you how to use the technology that matters most. Each lesson stays simple, direct, and hands-on so you can learn with confidence. You will explore screen readers, braille displays, iPhone navigation, accessible math tools, and the skills needed to work, study, and travel independently.
As you move through each lesson, your skills will grow, and your world will open. Access becomes freedom. Freedom becomes opportunity. And opportunity builds a future filled with purpose and vision.
Decrease Eye Strain and See Your Computer More Easily
Blue light emitted from computer screens can be harmful to your eyes over time, contributing to digital eye strain, disrupted sleep patterns, and even long-term vision damage. For those with low vision, the strain caused by blue light can make using a computer even more challenging. In this post, I will guide you through simple adjustments to your computer settings that will not only help reduce blue light exposure but also make your screen and browser easier to view, enhancing your overall comfort and visual experience with Blue Light Low Vision Tech Tricks.
Blue light from electronic devices can cause a number of issues, including:
Eye strain
Blue light from screens can reduce contrast, leading to eye strain, dry eyes, and fatigue.
Retinal damage
Long-term exposure to blue light can damage retinal cells, which can lead to vision problems like age-related macular degeneration.
Sleep disruption
Exposure to blue light before bed can affect the body’s production of melatonin, which can disrupt sleep patterns.
Other health issues
Research suggests that exposure to blue light may contribute to cancer, diabetes, heart disease, and obesity.
Blue light gone for easy reading with low vision Tech Tricks in a Browser
Use blue light-blocking glasses or filters on your devices
Adjust your display settings
Follow the 20/20/20 rule: every 20 minutes, focus on an object about 20 feet away for at least 20 seconds
Get regular eye exams
Constant exposure to blue light over time could damage retinal cells and cause vision problems such as age-related macular degeneration. It can also contribute to cataracts, eye cancer and growths on the clear covering over the white part of the eye.
Change the setup of your computer and save your VISION!
Access Braille Writing and PC Devices: The year is 2000 and I am blessed with meeting 3 siblings in a family of 8. I first met the oldest daughter who was in 2nd grade grade and her sister who was in preschool. Their young brother, was just born. All 3 have a VERY rare condition called: Spondylometaphyseal dysplasia with cone rod dystrophy. This was an exciting journey with all 3. All 3 live very successful lives now.
Early Education Leads to Access Braille Writing Devices
Starting at 3 months old: First, always teach the parents right along with the child–Teamwork is key! One crucial step was ensuring he could eventually access Braille writing devices to aid in his learning journey. Teach fun games on a computer as they learn like Starfall games and Inclusive Multi-Sensory Learning Tools. If you sense a visual impairment and glasses need to be work, try: Kids Bright Eye glasses or Eye patches
Pre-teaching a blind child from an early age involves fostering foundational skills that support sensory development, spatial awareness, and independence. Here’s how you can engage with a blind child from 3 months old to 3 years old and up to 3rd Grade, ensuring they develop crucial abilities at each stage:
At 3 Months Old in general:
At this stage, it’s all about sensory exploration and exposure. A blind infant learns through touch, sound, and smell. Parents and caregivers can begin pre-teaching through activities that engage the child’s remaining senses.
Tactile Exploration: Provide different textures for the baby to feel, such as soft cloth, textured toys, and various materials. This helps them develop an understanding of their environment through touch.
Auditory Stimulation: Introduce the baby to a variety of sounds, from gentle music to the sound of voices and everyday noises. Toys that make sounds or produce vibrations can also help the child associate movements with sounds.
Bonding with Language: Talk to the baby constantly, explaining what’s happening around them. Even at this age, exposing them to language and verbal interaction is key for cognitive development.
At 1 Year Old:
By the time the child is 1 year old, they are starting to gain more control over their movements and understand their surroundings through tactile and auditory feedback. The focus at this age is on expanding their sensory awareness and motor skills.
Mobility Encouragement: Support the child as they begin to crawl or walk. Encourage them to explore safe spaces, ensuring the environment is designed for them to navigate without harm.
Hands-on Learning: Let the child interact with everyday objects, describing what they are holding. This could include toys, household items, or safe objects they encounter daily.
Cane-have a cane around his/her toys so they get acquainted with the tool
Language Development: Continue talking to the child, narrating actions and surroundings. Introduce basic concepts like hot/cold, soft/hard, and big/small, as this builds vocabulary and concept understanding. Have them touch everything, giving purpose to what they interact with always.
A 4-year-old uses the Mountbatten, and a 2nd grader uses the Braille Lite with a Braille display to access Braille writing devices.
At 3 Years Old Access Braille writing devices and start typing on computer:
At 3 years old, the blind child is ready to begin more structured learning and independent exploration. Pre-teaching during this period focuses on more complex tasks, building independence, and preparing for future skills. Begin touch-typing on keyboard of computer and using other braille devices like the MouthBatten Brailler. This student learned all of the alphabet and several contractions.
Orientation and Mobility: Begin teaching basic orientation and mobility skills, using a cane for navigation. This will help the child build confidence in moving through space.
Fine Motor Skills: Encourage fine motor development through activities like threading beads, playing with textured blocks, or using simple tactile puzzles. This helps the child develop dexterity and hand-eye coordination.
Pre-Braille Exposure: Introduce early Braille awareness through tactile games or exposure to raised dots or objects. As they may not be ready to fully learn Braille, familiarization with textures and symbols helps lay the foundation for literacy. This includes touch typing on keyboard using braille on braille device like a Mouthbatten Brailler
Self-Care Skills: Teach simple self-care tasks like washing hands, dressing, and feeding themselves. These activities foster independence and help them gain confidence in daily living skills.
By consistently engaging the child’s senses and nurturing their curiosity, they will develop essential skills for future success. With each stage of growth, pre-teaching ensures they build a strong foundation. This approach prepares the child to easily learn more complex skills later, such as reading Braille, using assistive technology and navigating the world independently.
Continuing to teach a blind child in kindergarten through 2nd grade involves focusing on expanding their academic, social, and independence skills, while incorporating accessible tools and adaptive techniques. Here’s how you can approach teaching at each stage:
Kindergarten (K)-Access writing PC computers:
In kindergarten, the focus is on introducing basic academic concepts while fostering independence and confidence in social situations. This student was able to begin reading braille like his peers due to already knowing braille letters and symbols. He also know the keys on the computer to begin learning how to type out work to email to teacher. Teach how accessible Work is needed, including Math for now and later on.
Braille Literacy: Begin formal Braille instruction, introducing letters, numbers, and simple words. Use tactile books, raised alphabet cards, and manipulative’s to enhance literacy.
Orientation and Mobility: Continue reinforcing basic mobility skills such as using a cane and navigating familiar spaces like classrooms and playgrounds.
Interactive Learning: Incorporate multi-sensory learning activities, such as counting objects with tactile number lines and participating in songs or rhymes for phonics and vocabulary.
Technology Introduction: Introduce basic assistive technology, such as a Mountbatten Brailler or screen reader software, to support early writing and computer skills.
First Grade (1st Grade):
In first grade, the child should begin building on the foundations laid in kindergarten, focusing on more advanced academic and mobility skills.
Braille Proficiency: Increase fluency in Braille reading and writing. Introduce more complex words, sentences, and basic punctuation. Begin incorporating Braille reading into classroom activities.
Math Skills: Teach basic math concepts using tactile math tools like counting beads, tactile number lines, and raised math grids. Introduce early Nemeth Code for math symbols in Braille.
Social Integration: Encourage social interactions and group activities, teaching the child to collaborate with peers and practice conversational skills.
Assistive Technology Growth: Begin integrating more advanced technology, such as screen readers (e.g., JAWS or NVDA) and tactile graphics for learning new concepts.
Second Grade (2nd Grade):
By second grade, the goal is to strengthen the child’s academic abilities while fostering greater independence. His sisters immediately picked up keyboarding and were handing in all work within 2 months to teachers via email. They learned Braille reading
Advanced Braille: Continue advancing Braille reading and writing skills, incorporating full sentences and paragraphs. Increase reading speed and comprehension through practice. Teach how to braille or keyboard work on PC computer.
Math in Braille: Build on basic math skills, using tactile tools to teach addition, subtraction, and early multiplication. Enhance familiarity with the Nemeth Code for math. Teach how to output math on the computer using WORD
Independent Learning: Encourage more independent work by providing opportunities to complete assignments using accessible technology. Allow the child to practice retrieving and saving work on a computer or braille device.
Orientation and Mobility: Further develop mobility skills by teaching navigation in unfamiliar environments. Practicing independent travel in controlled settings, such as the school campus or nearby park is essential.
Assistive Technology Growth: Continue integrating more advanced technology, with screen readers (e.g., JAWS or NVDA) so they can advance om speed to keep up with outputting work with their peers.
Throughout kindergarten through 2nd grade, regular collaboration with teachers, mobility instructors, and other specialists is essential. Tailor instruction to the child’s progress and ensure their curriculum is fully accessible to set them up for long-term success. This type of collaboration must continue throughout school to Access Braille writing devices and PC Computers.
The population of individuals with low vision exceeds that of those who are blind. It is expanding quickly as the population ages and experiences vision decline. A variety of lessons teach you how to download large cursors, enhance contrast, and enlarge text in Word. These skills also help you read with more ease. You’ll also learn how to magnify text and graphics on the Internet using different methods. Additionally, instructions on setting up low vision devices for students in classrooms who need to see the board are provided. These lessons are designed to improve your ability to see everything on your computer. The fact that these videos predate screen capture technology is irrelevant, as the skills are applicable to all versions of Windows.
Skills to Enlarge Text as you need on any computer
SEE your computer better, for users with low vision, using keyboard commands in Microsoft Word can significantly enhance visibility and ease of use. Here are some useful shortcuts:
Zoom In/Out:
Zoom In: Press Alt + W, then Q, and use the Tab key to navigate to the zoom value you want.
Zoom Out: Use the same steps as above but adjust the zoom value accordingly.
Adjust Font Size:
Increase Font Size: Press Ctrl + ].
Decrease Font Size: Press Ctrl + [.
Magnifier:
Turn on Magnifier: Press Windows + + (Plus sign).
Zoom In: Press Windows + + (Plus sign).
Zoom Out: Press Windows + - (Minus sign).
Exit Magnifier: Press Windows + Esc.
Change Font:
Open Font Dialog Box: Press Ctrl + D to open the Font dialog box where you can adjust font size, style, and other attributes.
High Contrast Mode:
Toggle High Contrast Mode: Press Left Alt + Left Shift + Print Screen.
Other Low Vision Skills to increase “Seeing” Ability
Color blindness occurs when individuals cannot distinguish certain colors due to defects in the eye’s color-detecting cones. Are you color blind? Red-green color blindness is the most common form. About 8% of men and 0.5% of women worldwide experience some type of color blindness. Blue-yellow color blindness and total color blindness are rarer forms. Though it primarily affects men, women can also develop this condition, but at a much lower rate.
Are you Color Blind? Can you see this number below clearly?
Are you color blind
The website Color Vision Testing provides comprehensive information about color vision deficiencies, commonly known as colorblindness. Here are some key features of the site:
Educational Content: It explains what colorblindness is, the different types, and the underlying causes.
Resources for Educators and Parents: The site offers guidance for teachers, school nurses, and parents on how to support children with color vision deficiencies.
Online Color Vision Tests: Users can take free online tests to check for colorblindness and determine the type and severity of their deficiency.
Research and Articles: The site includes articles on color vision research and new pediatric color vision tests.
Products for Screening: It offers color vision tests for purchase, suitable for schools, aviation, hospitals, and employment agencies.
Find the mouse cursor using a large cursor, using CTRL key and other tricks
Another insightful lesson from TechVision in finding mouse cursor fast. In this video they demonstrate how to easily locate the mouse pointer when it’s too small or lost on the screen. These steps will enhance visibility and ensure the mouse is always within visual reach.
To begin, press the Start key. On Windows 10 or later, simply start typing “mouse,” then select the result by pressing Enter to open the mouse settings. If settings opens first then tab to additional mouse settings.
Once inside, use Ctrl + Tab to navigate to the properties section. From here, the user is presented with various pointer schemes. They can choose “Magnified” for an enlarged pointer, or opt for “Extra Large” or “Inverted,” depending on preference. For users with high contrast settings, an inverted large white pointer is particularly effective. In this instance, they recommend selecting the “Magnified System Scheme.”
Now for the key trick: Ctrl + Tab to pointer options. At the bottom is an option labeled “Show location of pointer so the CTRL key is pressed you see it surrounded in circles. Or to enable this, use Alt + S or manually tab down to it. Once selected, press Alt + A to apply the changes, and then close the settings window.
With this feature enabled, pressing the Ctrl key will cause a large white ring to appear around the mouse pointer, allowing users to quickly find it, even if it’s far off on the screen.
This technique is particularly beneficial for individuals with low vision but can be useful for anyone who occasionally loses track of the mouse pointer. This simple yet effective tip ensures that the mouse pointer is always visible and easy to locate. Watch the full video for all those little tricks to make it easier to see your computer. In addition to seeing your computer better in general and other mouse access options.
Age-related macular degeneration, often called AMD or ARMD, is the leading cause of vision loss and blindness among Americans who are age 65 and older. Because people in this group are an increasingly larger percentage of the general population, vision loss from macular degeneration is a growing problem. Conditions like Macular Degeneration and Stargardts often affect a significant number of individuals. (http://www.allaboutvision.com/conditions/amd.htm)
Stargardts is very similar to Macular Degeneration but occurs in younger ages…
While macular degeneration generally is associated with aging eyes, an inherited form known as Stargardt’s disease can affect children and young adults.
Stargardt’s disease — also called fundus flavimaculatus or Stargardt’s macular dystrophy (SMD) — affects approximately one in 10,000 people and is characterized by central vision loss early in life. (Some researchers believe a distinction should be made between Stargardt’s disease and fundus flavimaculatus, because they say each describes a different variant of the eye disease.) http://www.allaboutvision.com/conditions/stargardts.htm
Macular Degeneration images—the black spot in the middle of visual field can be small and grow larger
Vision of macular degeneration and Stargardts -center of vision is blurred
Vision of Stargardt Disease and Age-Related Macular Degeneration (AMD) share some similarities but also have distinct differences:
Similarities of Macular Degeneration and Stargardts:
Understanding these differences and similarities can help in managing and treating these conditions effectively. When trying to access technology, there are skills to learn to improve what you see. One key is learning Perfect Touch Typing skills so you can rely on touch versus sight.
Currently, there is no cure for either Stargardt Disease or Age-Related Macular Degeneration (AMD). However, there are treatments available that can help manage the symptoms and slow the progression of these conditions:
Is there a Cure?
Stargardt Disease:
No Cure: There is no cure, but research is ongoing.
Management: Patients are advised to protect their eyes from UV light and avoid vitamin A supplements, which can worsen the condition.
Age-Related Macular Degeneration (AMD):
Dry AMD: No cure, but lifestyle changes like a healthy diet, quitting smoking, and taking specific vitamins (AREDS2 formula) can slow progression.
Wet AMD: Treatments include anti-VEGF injections, laser therapy, and photodynamic therapy, which can help slow vision loss and, in some cases, improve vision.
Research is ongoing for both conditions, with hopes for more effective treatments and potential cures in the future.
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
