Dyslexia and screen readers: Focus in immersive reader in WORD
Dyslexia and Screen Readers–Many people think screen readers are only for blind students.
They are not.
Audio feedback can also change the life of any student with dyslexia.
When a student hears letters, words, sentences, spelling, punctuation, and mistakes read back in real time, the brain receives information through another pathway. The student is no longer trapped by what the eyes alone can process.
For blind students, screen readers paired with a braille display provide access. They connect what students hear to the words under their fingers, which strengthens reading, spelling, and writing.
For sighted students with dyslexia, audio feedback can provide clarity, confidence, independence, and a way to catch errors they may never see visually. It can also help them hear spelling patterns, punctuation, spacing, and sentence structure as they write.
This is not cheating.
It is access.
This is literacy through technology.
When students learn to use tools like screen readers, text-to-speech, speech-to-text, keyboard commands, and audio editing, they begin to read, write, revise, and complete work with far more independence.
Project Gutenberg offers Free eBooks Online Access with a vast collection of eBooks, enabling readers to access thousands of titles online for free. The platform focuses on making literature widely accessible, with a special emphasis on works that are in the public domain. Since its inception, Project Gutenberg has grown to include over 60,000 eBooks, covering a wide range of genres and subjects.
The process of accessing eBooks on Project Gutenberg is straightforward. Users can browse the catalog by author, title, or subject. The platform also offers various formats, including plain text, HTML, and ePub, ensuring compatibility with different reading devices. Additionally, readers can choose to download eBooks or read them directly online, offering flexibility based on their preferences.
Free eBooks Online Access & self-publishing
One of the key features of Project Gutenberg is its self-publishing platform. Authors can publish their works independently, allowing for a diverse array of content beyond traditional publishing channels. This feature fosters a community of writers and readers, contributing to the continuous growth of the library. By offering a space for new and emerging authors, Project Gutenberg supports creative expression and the democratization of literature.
Project Gutenberg operates as a volunteer-driven initiative, relying on the contributions of individuals who digitize, proofread, and upload texts. This collaborative effort ensures the preservation and dissemination of literature, benefiting readers worldwide. The platform’s dedication to free access aligns with its mission to promote literacy and education globally.
Thus, Project Gutenberg serves as a valuable online ebook resource for anyone interested in literature. Its extensive library, coupled with easy accessibility, makes it a go-to platform for readers and writers alike. By offering free eBooks and supporting self-publishing, Project Gutenberg continues to play a significant role in the literary landscape, fostering a love for reading and writing across the globe. More information on all things blind here.More information on Training
Becoming a fast Braille reader requires regular practice, strong finger sensitivity, and familiarity with Braille symbols. It is important to develop consistent reading habits, starting with simple texts and gradually increasing difficulty. Mastery of the Braille code, including contractions in Grade 2 Braille, helps increase reading speed by reducing the number of characters to recognize. Using both hands efficiently—one to read ahead and the other to track—can improve flow and speed. Building tactile sensitivity through exercises or activities that engage the fingers is also important for faster recognition of Braille patterns. To truly love fast Braille reading, it typically requires about 2.5 hours of daily practice for two months to reach up to 450+ words per minute. Then after achieving this speed, maintaining progress involves consistent reading each week to keep improving and retain fluency. This is true of sighted people reading print also.
Starting to read Braille at the age of 3 helps build a strong foundation for lifelong reading skills. Early exposure to Braille allows children to develop familiarity with the tactile symbols and patterns, making reading feel natural as they grow. As they explore stories and books, they often gain a love for reading, which motivates them to practice regularly. This consistent practice, combined with early learning, can significantly increase reading speed over time, even reaching over 450+ words per minute. The combination of early introduction and a passion for reading helps develop both fluency and speed in Braille. This is true of sighted people reading print also who love fast Braille reading.
LearnOutLoud.com offers a comprehensive resource for audio and video learning materials, perfect for those looking to learn out loud reading strategies. The site provides a wide range of educational content, including audiobooks, podcasts, and video courses. Users can explore topics such as self-development, history, and business. The platform makes learning accessible and convenient with high-quality content. You can access the materials anytime, anywhere. Therefore, if you’re looking to learn out loud, this platform is an excellent choice.
Learn out Loud Reading
Navigating LearnOutLoud.com is straightforward. Here’s a step-by-step guide to help you get started:
Homepage: The homepage displays featured content like popular audiobooks, podcasts, and video courses.
Search Bar: Type keywords in the search bar to find specific content.
Categories: Browse categories like Self Development, History, and Business by clicking the “Browse” menu.
Featured Content: Click on featured content, new releases, or top-rated materials to explore further.
User Account: Create an account to save favorites, make playlists, and track progress.
Audio and Video Players: Use the built-in player to play, pause, and skip content.
Reviews and Ratings: Read user reviews and ratings to decide on content.
Newsletter and Blog: Subscribe to the newsletter or read the blog for updates and tips.
So many people ask, “How fast should my child be reading?” When discussing Braille Reading Speed Standards, it’s essential to remember that blind children are just as intelligent as sighted children so standard reading speed should be used for all children. Braille Reading Fast.
The TechVision Team use these same standards for all blind and low vision students. To name just a couple, Batya reads both Hebrew and English Braille and Dani excels to the top of her class also. If you set high standards then children will meet those standards. We have taken on beginner students and told them how fast they would be reading braille in a couple months, even in middle and high school. Just remember the older you start the longer it will take for them to gain speed. At the end of the 2 months, as their fingers would fly across the page reading braille, as they were timed with a fast speed, We would ask, “So did you really think you would be able to read that fast?” They would reply, “Of course, because you told me I would be able to.”
So, tell them, they can, and they will. Our Mission and Purpose is to have students (especially with similar intelligence) at the highest levels they can be with hard work and instruction to get them there as their peers.
Get to the Highest Levels
Tricks to use Time them every week (sometime everyday), so they see their progress Have them reread the same material to get flow and fluency Have them braille the material first using contractions, then read what they wrote
Visual braille reading speed chart as above accessible version
Download books from BARD using The NLS BARD website or Phone app, which offers Braille and audio reading materials for the blind and print disabled. Users need a login ID and password to access the site. Eligible users can download books from BARD, magazines, and other materials. The site supports various browsers, including Internet Explorer, Chrome, Safari, and Firefox. If you need help with any instruction, let us know.
BARD website login page for downloading books
BARD Mobile apps are available for iOS, Android, and Fire tablets. These apps allow users to access Braille and talking books on their devices. BARD Express simplifies searching, downloading, and managing audio materials on Windows. Once on computer you can change how you see the books also.
The website ensures accessibility with tested compatibility for screen readers. Users must agree to a pledge to use the service. The NLS BARD service enhances access to reading materials, promoting literacy and independence for the blind and print disabled.
Blind Teen Learns Jaws in 3 Months-Yelena poses for a camera
When students receive intensive, consistent instruction in access technology, independence changes quickly. This senior, who is was fully blind, demonstrates advanced JAWS screen reader skills. Within her first 3 months of focused instruction she learned English from her Russian Jaws and just continued to advance.
Watch her hands closely. Her fingers move across the keyboard faster than many sighted users while independently navigating email, documents, research, and computer tasks using speech feedback alone. This level of efficiency is not luck or “talent.” It comes from direct instruction, repetition, structured keyboarding, and access tech instruction while learning how to think through technology nonvisually.
Far too many blind and low vision students are never taught these skills early enough. Instead, they are often slowed down by inaccessible materials, over-reliance on visual methods, or limited technology instruction. True independence occurs when students learn the keyboard, screen reader commands, workflow, and problem-solving strategies necessary to keep pace with the real world.
JAWS is not simply a reading tool. It is access to:
Education
Employment
Communication
Research
Independence
The speed demonstrated in this video comes from mastering keyboard commands, touch typing, orientation to the computer environment, and daily use of technology in real academic tasks.
This is why early and intensive technology instruction matters.
Vision loss is one of the most common disabilities on earth, and it’s growing fast. If you work in healthcare, tech, education, or policy, these numbers matter for accessibility, product design, and funding.
Over 51.9 million adults in the U.S. report some level of vision difficulty. About 6–7 million Americans have significant vision loss or blindness. Globally, 2.2 billion people have vision impairment.
But those top-line numbers hide urgent trends. Here’s the breakdown with the latest 2024-2026 data, what’s driving it, and what to do about it.
Key Statistics: U.S. Vision Loss at a Glance
Population
Estimate
Source
What It Means
U.S. adults with vision difficulty
51.9+ million
CDC/NEI estimates
Includes trouble seeing even with glasses, from mild to severe
Significant vision loss or blindness
6–7 million Americans
NEI/VEHSS
Legal blindness 20/200 or worse, or 20/40 or worse with correction
Adults 71+ with visual impairment
>25%
NHATS 2021 study
More than 1 in 4 seniors
Americans 40+ with eye problems
90 million
CDC
“More than 3 in 5” adults over 40
Children under 18 with vision difficulty
~625,000
ACS 2023
Includes blindness and “trouble seeing even with glasses”
Global Vision Impairment: The 2.2 Billion Number Explained
The World Health Organization estimates 2.2 billion people worldwide have near or distance vision impairment. Of those, at least 1 billion cases could have been prevented or have yet to be addressed with glasses, cataract surgery, or other treatment.
Why it’s rising:
Aging: By 2050, U.S. cases of visual impairment/blindness are expected to double to 8+ million as baby boomers age.
Chronic disease: Diabetic retinopathy will increase 72% by 2050. Glaucoma and AMD will double.
Uncorrected refractive error: 16.4 million Americans are expected to have difficulty seeing due to myopia/hyperopia that glasses could fix.
What Counts as “Vision Impairment”?
Researchers use different definitions, which is why numbers vary:
Self-reported difficulty: ACS asks “Are you blind or do you have serious trouble seeing, even when wearing glasses?” 3.6M Americans 65+ said yes in 2023.
Measured acuity: Legal blindness = 20/200 or worse. Visual impairment = 20/40 or worse with best correction.
Functional vision: Trouble reading newsprint or doing near work even with glasses. About 1 in 8 Americans over 50 have presenting near-vision impairment.
CDC notes: modeled estimates of “uncorrectable” vision loss differ from self-report, which includes people who lack glasses.
What you can do to Help Yourself Now
Why This Matters: Impact Beyond Eyesight
Vision loss isn’t isolated. People with vision loss are more likely to have:
Type 2 diabetes, depression, stroke, hearing loss, chronic kidney disease
Isolation, falls, balance problems, risk of early death
Economic cost: Vision problems will cost the U.S. $373 billion by 2050, a 157% increase.
Public perception: In polls, losing eyesight ranks as a “10 out of 10” impact on quality of life for ~50% of Americans across racial/ethnic groups.
4 Trends Driving Vision Loss in 2026
Aging population: NHATS data shows >25% of adults 71+ have impairment. By 2029, all baby boomers will be 65+.
Diabetes epidemic: Diabetic retinopathy cases rising 72% by 2050.
Screen time & myopia: Uncorrected refractive error affects 8.2M Americans now and will hit 16.4M.
Access gaps: Near-vision impairment is higher for many groups, lower income, and those without private insurance.
What Can Be Done: Prevention & Accessibility in 2026
1. Early detection works: “Early detection and intervention—possibly as simple as prescribing corrective lenses—could prevent a significant proportion of avoidable vision loss,” says NEI Director Dr. Paul Sieving.
2. CDC’s Vision Health Initiative focuses on:
Assessing impact + at-risk populations
Evidence-based interventions
Increasing access to vision care
3. For tech, web, and product teams:
51.9M U.S. adults need larger text, high contrast, screen reader support, and voice navigation.
WCAG 2.2 AA is now baseline. Alt text, keyboard navigation, and captions aren’t “nice to have.”
AI tools like voice description and real-time image captioning are exploding because of this market.
4. For employers & schools:
1 in 8 people over 50 struggle with near vision. That means reading glasses policies, digital accessibility, and flexible print sizes are ADA issues.
Takeaways for SEO & Content Creators
If you’re writing about health, aging, tech, or accessibility, target these high-intent keywords:
“how many people are blind in the US”
“vision impairment statistics 2025”
“causes of vision loss over 40”
“ADA website requirements for vision”
“children with vision loss statistics”
Bottom line: Vision impairment affects 2.2 billion people globally and 51.9M+ Americans. It’s not rare. With cases projected to double by 2050, design, policy, and healthcare decisions made today will determine whether that’s a crisis or a managed transition.
How to Read, Write, and Learn with Low Vision: How vision loss can appear
2.2 Billion People Live With Vision Impairment
Vision loss is one of the most common disabilities on earth, and it’s growing fast. If you work in healthcare, tech, education, or policy, these numbers matter for accessibility, product design, and funding.
Over 51.9 million adults in the U.S. report some level of vision difficulty. About 6–7 million Americans have significant vision loss or blindness. Globally, 2.2 billion people have vision impairment.
But those top-line numbers hide urgent trends. Here’s the breakdown with the latest 2024-2026 data, what’s driving it, and what to do about it.
Tools + Techniques That Build Real Independence
Students and adults with vision challenges do not learn one way. They require the right tools, combined with direct, targeted training.
Success happens when tools match the vision need and instruction builds efficiency
Tools + Training by Vision Need
1. Dyslexia (Processing and Decoding)
Dyslexia affects how the brain processes text. It often overlaps with vision-related challenges.
Tools
Text-to-speech: JAWS, NVDA
Speech-to-text (dictation)
Immersive Reader
Audiobooks: Bookshare, Learning Ally
Training Focus
Pair listening with reading
Build strong keyboarding for writing
Navigate digital text efficiently
Goal Improve comprehension while reducing reading fatigue
2. Blurred or Reduced Vision (Low Vision)
Tools
Magnification: ZoomText, Windows Magnifier
High contrast and color filters
Enlarged text and screen scaling
Screen readers: JAWS, NVDA
Training Focus
Use magnification efficiently without losing place
Strengthen visual tracking
Transition smoothly to audio when needed
Master keyboard navigation
Goal Maximize usable vision while increasing speed and accuracy
3. Central Vision Loss
(Stargardt, macular degeneration)
Tools
Screen reader (primary): JAWS, NVDA
Refreshable braille display
Audio + braille combination
OCR tools for printed content
Training Focus
Full keyboard control
Braille literacy (UEB and Nemeth)
Strong auditory processing
Goal Achieve full independence through non-visual access
Inaccessible Images of Work teachers are buying from inaccessible platforms
Ban inaccessible purchased materials district-wide to prevent Title II failures
Why Teacher Marketplace Worksheets Are Failing Title II-inaccessible image of work
Why Teacher Marketplace Worksheets Are Failing Title II-No way Math
Teachers rely on many marketplace sites for worksheets and classroom materials. These platforms include printable shops, template libraries, curriculum bundles, early childhood packs, subscription marketplaces, and shared teacher resources. Most of this content looks creative, but it is some of the least accessible digital material in education.
These products often come as scanned pages, image-only PDFs, stylized templates, or graphic-heavy worksheets. Blind and deaf students cannot access any of it, and Title II places full responsibility on schools, not marketplace sellers.
Why Marketplace Worksheets Fail Title II
Most marketplace materials violate WCAG 2.1 AA before the lesson begins. Common barriers include:
Image-only worksheets with no real text
Scanned files that screen readers cannot read
Decorative fonts that block OCR
Graphics replacing questions or math steps
Worksheets without headings or structure
Videos without captions or ASL
Lessons with images that lack alt text
Blind students cannot read these materials. Deaf students cannot access embedded videos or audio instructions. Low-vision students cannot enlarge the content without distortion.
Marketplace content blocks access at the point of instruction, which Title II now prohibits.
Schools Must Stop Using Inaccessible Marketplace Content
Title II holds the school accountable for any material assigned to students. That includes purchased content—no matter where it came from.
Schools must:
Remove inaccessible marketplace materials from student access.
Archive them securely so only the original purchaser can access them.
Stop assigning inaccessible products, even if purchased with personal funds.
Approve only accessible content for future lessons.
If this content stays available to students, the school opens itself to complaints, investigations, and penalties.
The Financial and Legal Risks Are Real
A single inaccessible worksheet can trigger:
OCR complaints
Federal monitoring
Required remediation plans
Staff discipline
Loss of employment for repeated violations
Marketplace sellers face no consequences. Schools and teachers do.
Other Marketplaces Also Cause Problems
This issue extends far beyond one platform. Barriers appear across:
Printable shops
Early childhood curriculum sites
Pinterest-style bundles
Etsy printable sellers
Canva template libraries
Subscription curriculum platforms
Teacher “side job” shops
Commercial worksheet sites
Too Many to State here
If the file is image-based, untagged, or graphic heavy, it likely violates WCAG.
Schools must apply the same standard everywhere: If it is not accessible, it should not be used.
Why Remediation Usually Fails
Teachers often try to “fix” marketplace worksheets. Most cannot be repaired.
Reasons include:
Scanned pages contain no text to tag
OCR destroys the layout
Math is stylized and unreadable
Reading order is broken
Copyright prohibits modification
Rebuilding is often easier than remediation.
What Schools Must Do Now
Schools need a clear, enforceable plan:
Ban inaccessible purchased materials district-wide.
Adopt accessible worksheet templates for all staff.
Train teachers to spot inaccessible formats instantly.
Create accessible master curriculum built from scratch.
Require vendors and marketplaces to meet WCAG 2.1 AA.
Audit all teacher-purchased content before it reaches students.
Work with blind and deaf access specialists who test content daily.
This protects students and reduces legal exposure for teachers and districts.
Why This Matters Most
Blind and deaf students lose learning time every day because marketplace content excludes them. They fall behind before the lesson even begins.
Title II changes that. Schools must choose materials that include everyone, not just those who can see or hear the content.
Closing Note: Access Starts With What Schools Buy
Teachers want to help their students. Most do not realize the materials they purchase create the very barriers Title II now forbids. Schools protect students and staff when they stop buying inaccessible content and build accessible materials from the start.
Fix Digital Accessibility Before Title II Enforcement-No access to work
Schools and colleges face serious gaps in digital access. These gaps harm blind and deaf students the most, and they also affect every learner who needs clear, structured content. Title II now requires full WCAG 2.1 AA compliance. Schools must shift from crisis responses to real systems. The good news is that this work is fixable when they follow a clear plan.
1. Start With an Accessibility Audit: Blind and Deaf Students Face the Sharpest Access Gaps
Every school should begin with a full digital audit. This audit must involve experts who use screen readers and braille displays every day on the platforms used in education. Without these specialists, audits miss the barriers that blind students face. Any image-based video must include described content throughout. Schools can find strong examples and guidance at Described and Captioned Media Program (DCMP).
Schools should also check whether interactive elements, buttons, and menus work with keyboard-only navigation. Many blind students rely on keyboard access, and inaccessible controls often block them before the lesson even begins.
The audit should include websites, LMS content, Google Classroom, PDFs, worksheets, videos, vendor platforms, parent portals, and staff materials. Real blind access testers expose problems that automated tools never find. Audits reveal the true accessibility debt. Schools need this view before anything else.
Most deaf learners use ASL as their primary language. They often need an actual signer on digital content as well as written text. Captions alone rarely provide full access, because captions do not follow ASL structure. Find out full details from DCMP.org also.
Schools should start with embedded text on all visual content first. This step creates a basic access layer while teams prepare for ASL. Once content stabilizes, schools can add ASL signers during development.
Schools must include ASL interpretation on videos, lessons, and major digital materials. An ASL signer keeps the message clear, complete, and culturally accurate.
This work must also be audited by a deaf professional who signs. Without that review, digital content remains incomplete and inaccessible.
2. Fix PDFs and Scanned Worksheets First
Most access failures start with inaccessible PDFs-which are actually images of work. Schools can convert scanned worksheets to readable text, add proper heading structure, insert alt text, tag tables, and ensure text reflows on mobile. These steps give blind students access at the same time as their peers. For easy full access, Just put everything into Microsoft WORD and if you can move a mouse cursor through the content, it will be accessible to a screen reader. make sure you add proper headings throughout.
3. Enforce Accessible Google Docs, Slides, and Assignments
Teachers create inaccessible content daily by pasting images of work into what was accessible if typed out properly in google. Schools should require headings, proper contrast, real alt text, logical reading order, described images, and accessible math. This one shift removes thousands of barriers. Currently Math is only fully accessible in Microsoft WORD using the Math editor. Google does not have all the appropriate tools in place to recreate what OFFICE 365 has already done.
Typically, only images of words appear in products from Google, which makes the content completely inaccessible to blind students. Embedded videos also stay inaccessible for deaf learners, because images never give enough detail or language to explain the lesson. Math remains inaccessible across Google products, and blind students cannot access equations without proper structure.
4. Make All Video Content Accessible
Videos must serve blind and deaf students. Schools should ensure accurate captions, audio descriptions, clear narration, and safe visual design. This protects access and reduces legal risk.
5. Replace Inaccessible Vendor Platforms
Many learning apps and platforms still fail WCAG standards. Schools must request VPATs, require WCAG 2.1 AA, demand remediation timelines, and remove non-compliant tools. Title II holds the school responsible, not the vendor. When schools stop buying inaccessible products, vendors will change their design or leave the market.
6. Train Staff in Real Accessibility Skills
Accessibility training must move beyond awareness. Staff need training in screen reader testing, accessible document workflows, caption skills, alt text guidelines, accessible math support, and LMS accessibility checks. Blind and deaf students rely on technology, not sight or hearing. Staff must understand these tools, so they must receive direct instruction from experts who use these tools daily. These specialists can walk staff through the fine details needed to make content fully accessible quickly and easily (relative to what content they already have).
7. Provide Blind and Deaf Students With Real-Time Access
Access cannot arrive days later. Schools should deliver materials at the same time as sighted peers, provide braille or screen-reader-ready files, use CART or interpreters, and ensure accessible assessments. This reduces OCR complaints and supports equal learning.
8. Build an Accessibility Governance Team
Districts need structure to stay compliant. This team sets policy, provides training, monitors compliance, reviews content, approves vendors, and reports progress. Governance turns accessibility from a reaction into a system.
9. Bring in Specialists When Needed
Most schools lack internal expertise. They can partner with certified blindness professionals, deaf education specialists, accessibility technologists, braille experts, and WCAG consultants. Title II allows districts to use outside experts when staff lack training.
10. Address a Damaging Message Still Circulating in Schools
Many professors and teachers still hear, “Check your materials, but don’t worry about them.” This message shows how long schools have ignored accessibility laws. Title II removes the option to delay. Schools must fix inaccessible content, not simply acknowledge it.
11. The Word “Accommodation” Must Go
The word “accommodation” was not removed from Title II, but the new DOJ rule shifts the focus toward accessibility from the start, especially for digital content.
Schools must stop relying on the word accommodation. The term assumes students start with barriers and then wait for fixes. Blind and deaf students lose time every day when access comes after instruction. They fall behind because the content was inaccessible from the start.
Title II requires full access at the moment instruction begins. Students must receive materials in the same format, at the same time, as their peers. This shift removes delay, reduces frustration, and ends the cycle of constant catch-up. True access begins when schools design content correctly, not when they repair barriers later.
12. Make Accessibility Part of School Culture
Accessibility becomes sustainable when it becomes normal. Schools can add accessibility checks to grading policies, include accessibility in evaluations, require captions, post accessible templates, and adopt accessible curriculum materials. Small habits prevent massive remediation later.
13. Remove and Archive All Inaccessible Content by April 23
Schools must remove inaccessible digital content by April 23. They must secure this content so only the original creator can access it. If old materials stay public, anyone can use them to file an accessibility complaint. This creates immediate legal risk for the educational institutions.
Most schools will find it easier to build fully accessible content from the start. Rebuilding old, image-based, untagged, or uncaptioned materials often takes far more time than creating new accessible versions. Schools protect themselves and their students when they remove inaccessible work, archive it safely, and rebuild content using WCAG 2.1 AA standards now so they can be fully uploaded on April 24, 2026.
Closing Note: Access Protects Everyone
Blind and deaf students face the hardest barriers, yet accessible design lifts all learners. Clear content improves structure, readability, quality, and learning across every classroom. Schools that begin this work now protect their students, their staff, and their programs.
Dates to Follow
What this means for schools and colleges
Larger districts and colleges (≥ 50,000 population)
Deadline: April 24, 2026
Standard: WCAG 2.1 AA
Scope: Websites, web content, mobile apps, PDFs, forms, LMS content, videos, social media, and anything accessed through a browser
Smaller districts and colleges (<50,000 population): April 26, 2027
The iPhone is the most powerful accessibility tool available to blind and low‑vision students today. With the right skills, it becomes a map, a magnifier, a reader, a communication device, a travel tool, and a pathway to independence.
This guide gives students, parents, teachers, and O&M instructors everything needed to build real-world iPhone skills from basic Siri commands and VoiceOver gestures to advanced navigation and daily-living tools. Use it as a curriculum, a quick reference, or a step-by-step learning path.
A TechVision Core Resource
The iPhone gives blind and low-vision students real independence. With the right skills, it becomes a map, a reader, a magnifier, a travel tool, and a partner for daily life. This guide helps students, parents, and teachers build strong iPhone skills one clear step at a time.
Lessons- follow these steps
1. Getting Started
The guide begins with simple setup steps that build confidence fast.
Accessibility Shortcut–You can press home button at any time and just say: “Siri open Accessibility” or wherever you need to go for what you need to do
Where to find it: Settings → Accessibility → Accessibility Shortcut Students turn features on and off with a quick triple-click.
Key tasks:
Set VoiceOver, Zoom, or Magnifier
Set up Siri for hands-free support
Add emergency contacts
Customize Control Center
Organize the Home Screen
Core Access Features
VoiceOver
Zoom
Magnifier
Display and text adjustments
First Skills to Teach
Turn VoiceOver on or off
Learn basic gestures
Use Siri for fast tasks
Adjust speech rate
Open and close apps
2. VoiceOver Skills
Students grow from simple gestures to full digital literacy.
Beginner
Where to find it: Settings → Accessibility → VoiceOver
Explore the screen
Activate items
Use basic Rotor options
Start typing with VoiceOver
Intermediate
Edit text
Use the App Switcher
Navigate long pages
Move by headings or links
Use dictation
Advanced
Where to find it: Settings → Accessibility → VoiceOver → Activities / Braille / Rotor Actions
Customize the Rotor
Use Activity profiles
Use Braille Screen Input
Work in complex apps
3. Navigation & O&M with iPhone
Orientation Tools
Look Around-outside navigation
Compass
Landmarks
Spatial audio
Seeing AI
Clew-inside navigation Where to find them: Maps and Compass apps
Dropping Pins
Drop a pin with VoiceOver: Maps → Current Location → Rotor → Drop Pin
Drop a pin with Siri: “Drop a pin.”
Label and save locations
Add Favorites
Create walking routes
Real-World Travel Skills
Walking directions
Bus stop navigation
Checking surroundings
Soundscape-style apps
Safe campus routines
Safety Tools
Where to find them: Settings → Emergency SOS, Find My, Messages
Emergency SOS
Location sharing
Device tracking
Safe communication practices
4. Apps for Daily Living
Vision Support Apps
Where to find them: App Store
Seeing AI
Be My Eyes
Envision
Magnifier
Productivity Tools
Reminders
Calendar
Notes
Shortcuts
Timer and alarms
School & Work
Files
Email
Safari
Reading apps
Document scanning
5. Low Vision Tools & Strategies
Visual Settings
Where to find them: Settings → Accessibility → Display & Text Size
Contrast
Bold text
Reduce transparency
Color filters
Invert colors
Magnification Tools
Where to find them: Settings → Accessibility → Zoom Control Center → Magnifier
Zoom
Magnifier
Camera zoom
Flashlight for clarity
Reduce Fatigue
When to switch from Zoom to VoiceOver
When audio improves endurance
How stands and holders help
6. Parent Guide
Parents help skills grow through simple routines.
Focus areas:
What to teach at each age
How to practice safely
How to reduce frustration
When to add new apps
How to build daily habits
Where to find key tools: Settings → Screen Time, Settings → Emergency SOS
7. Teacher Guide
Teachers integrate iPhone skills into daily instruction.
Teach VoiceOver
Skill progression
Gesture modeling
Rotor instruction
Text-editing practice
Then Navigation
Classroom → hallway → campus
Pinning school locations
Safe movement routines
Teach Organization
Where to find it: Press and hold any app → Edit Home Screen
Folder creation
Notifications
Calendar and reminders
Assessment
Define mastery
Measure progress
Write goals and objectives
8. Learning Paths
Beginner Path
Activate Accessibility Shortcut
Learn basic gestures
Practice the Rotor
Use Siri for quick tasks
Drop a first pin
Intermediate Path
Edit text
Navigate long pages
Use Maps
Use Seeing AI
Organize the Home Screen
Advanced Path
Braille Screen Input
Custom Rotor
Advanced Maps skills
Shortcuts automation
Real-world travel practice
9. Lesson Index
This section lists all iPhone lessons. Each item includes:
A clear title
A short description
A consistent layout
This turns the page into a complete curriculum hub.
20/70 Vision Looking at whiteboard 20 feet ahead in a room
Overview
Many people wonder, What Does 20/70 Vision Look Like in everyday life? 20/70 vision means a person must stand 20 feet away to see what someone with typical 20/20 vision can see at 70 feet. It represents moderate low vision and often affects reading, recognizing faces, and seeing details at a distance — especially in classrooms, hallways, and outdoor environments.
This page gives you:
A simple explanation
Real‑world examples
Functional impact
Classroom implications
Technology supports
A visual simulation (we’ll add images next)
Simple Definition
20/70 vision is a measurement of visual acuity, describing how clearly a person sees detail.
20 = the testing distance
70 = the distance at which a person with 20/20 vision sees the same detail
So:
If a student with 20/20 vision can read a sign at 70 feet, a student with 20/70 vision must move to 20 feet to see it.
What 20/70 Vision Looks Like in Daily Life
People with 20/70 vision often describe:
Blurry details at a distance
Difficulty reading small print
Needing to move closer to see faces clearly
Trouble with classroom boards or projectors
Missing fine details in worksheets or diagrams
Needing brighter lighting to see comfortably
They can usually navigate independently but may struggle with:
Many people wonder what does legally blind look like? In the United States, a person meets the definition of legal blindness when the best corrected visual acuity in the better eye is 20/200 or worse, meaning the vision remains at or below that level even with glasses or contact lenses. A person may also be considered legally blind if the visual field in the better eye is limited to 20 degrees or less, often described as tunnel vision. These criteria are commonly used to determine eligibility for services, supports, and certain benefits for individuals with significant vision loss.
“Legally blind” is a measurement of vision—not an appearance. It includes a wide range of eye conditions, levels of clarity, contrast sensitivity, and visual fields. Two people with the same diagnosis may function very differently.
Understanding this helps us support students, coworkers, and community members with respect and accuracy. Vision loss is diverse, and so are the people who live with it.
Educational Definition for Services
Under the new criteria, if a person’s visual acuity is measured with one of the newer charts, and they cannot read any of the letters on the 20/100 line, they will qualify as legally blind, based on a visual acuity of 20/200 or less. Based on acuity Work will need to be adapted.
This vision means that a person sees at 20 feet what someone with normal vision sees at 70 feet. It is a form of visual impairment classified as mild low vision. Here’s a breakdown of what this means and its implications: Based on diagnosis, this acuity can get worse throughout the day.
1. Definition of 20/70 Vision
In a standard eye exam, the results are written as a fraction, with 20/20 being considered normal vision.
The first number (20) refers to the distance (in feet) from which a person views an object.
The second number (70) indicates the distance at which a person with normal vision can see the same object with clarity.
Thus, someone with 20/70 vision must be closer to an object (20 feet away) to see it as clearly as a person with 20/20 vision can from 70 feet.
2. Implications of 20/70 Vision
Legally Not Blind: This level of vision does not qualify as legal blindness, which is defined as 20/200 or worse with corrective lenses.
Difficulty with Certain Tasks: Individuals with 20/70 vision may struggle with tasks requiring clear distance vision, such as reading road signs, recognizing faces from a distance, or seeing objects clearly in low-light conditions.
Daily Life Adjustments: Depending on the person’s environment, they may need glasses or contact lenses to enhance their vision for specific tasks. However, vision aids may not fully restore perfect clarity.
3. Corrective Measures
Eyeglasses or Contact Lenses: Many individuals with 20/70 vision wear corrective lenses to improve visual acuity.
Low Vision Aids: Some people might benefit from magnifying devices, large-print materials, or enhanced lighting to assist with reading or other close-up tasks.
Adaptive Technology: Screen magnifiers, larger fonts on digital devices, and software that enhances visual contrast can also help improve accessibility for people with 20/70 vision.
4. Potential Causes
Refractive Errors: Conditions like myopia (nearsightedness), hyperopia (farsightedness), or astigmatism can result in 20/70 vision if not corrected.
Eye Diseases: Conditions like cataracts, macular degeneration, glaucoma, or diabetic retinopathy may cause a person’s vision to deteriorate to 20/70.
Age-Related Changes: Vision often declines naturally with age, and some individuals may experience 20/70 vision due to presbyopia or other age-related conditions.
5. Treatment and Management
Regular eye exams are essential to monitor vision changes.
Wearing prescribed corrective lenses and using adaptive aids can help individuals maintain independence and improve their quality of life.
Early detection of underlying conditions (e.g., glaucoma or cataracts) through eye exams can prevent further vision loss.
In summary, 20/70 vision reflects a moderate visual impairment. While it can pose challenges for certain activities, corrective measures and assistive technologies can significantly enhance visual functioning and quality of life.
all acuity levels compared
20/100 vision means that a person sees at 20 feet what someone with normal vision can see clearly at 100 feet. This level of visual acuity is considered moderate low vision. Here’s a detailed explanation of what 20/100 vision means and its implications:
1. Definition of 20/100 Vision
Visual Acuity Measurement: Vision is typically measured using a Snellen eye chart, and the result is expressed as a fraction. The first number (20) represents the distance at which the person is standing from the chart. The second number (100) indicates the distance at which a person with normal vision (20/20) can see the same object clearly.
Therefore, a person with 20/100 vision must be much closer to an object (20 feet away) to see it clearly, while someone with normal vision can see it clearly from 100 feet away.
2. Implications of 20/100 Vision
People with 20/100 vision are considered legally visually impaired. However, this does not meet the definition of legal blindness, which is 20/200 or worse. Even with corrective lenses, they fall under the low vision category. This means normal vision remains unattainable.
When it comes to daily tasks, they often struggle with seeing distant objects clearly. For instance, they may have trouble reading signs from far away. Recognizing faces across a room or on the street is also challenging. Watching TV or presentations requires sitting close. Driving presents challenges, as they may not clearly see signs or signals from a safe distance.
Close-up tasks can be easier for those with 20/100 vision. Reading or using a computer may not be as difficult. However, many still require magnification or adaptive tools to assist with these activities.
Driving: In many regions, individuals with 20/100 vision may not meet the vision requirements for driving. Driving may be possible with special accommodations or vision aids, but restrictions usually apply.
Work and Education: Individuals with 20/100 vision may need accommodations in the workplace or classroom, such as enlarged print materials, magnifiers, or assistive software. Special seating or devices may also be necessary to ensure they can participate fully.
Mobility: While 20/100 vision allows for some independent movement, it can still make navigating unfamiliar environments more challenging. Some individuals may benefit from mobility aids like a cane or guide dog in certain situations. Based on diagnosis, 20/100 can change to 20/200 or worse during any day at school or work based on eye fatigue.
Different levels of Vision Loss to easily compare:
20/20 visual acuity to see people clearly in distance20/200 seeing blurry people in the distance20/400 acuity seeing people extremely blurry in distance
What legally blind looks like and is:
20/200 vision is a severe level of visual impairment and is often classified as legal blindness in many regions. It means that a person with this level of vision can see at 20 feet what a person with normal vision can see clearly at 200 feet. Here’s an overview of 20/200 vision and its implications: Technology has changed everything toward independence, including AI apps that will transcribe the inaccessible to accessible for you what you cannot see
1. Definition of 20/200 Vision
In an eye exam, vision is expressed as a fraction. The first number (20) refers to the distance (in feet) from which the person views an object. The second number (200) indicates the distance at which a person with normal vision can see the same object clearly.
Therefore, someone with 20/200 vision must be much closer to an object (20 feet away) to see it with clarity, while a person with normal vision can see it clearly from 200 feet away.
2. Legal Blindness
Legally Blind: A person with 20/200 vision is considered legally blind. Legal blindness is defined as having a visual acuity of 20/200 or worse in the better eye with the best possible corrective lenses.
Low Vision Category: While legally blind, individuals with 20/200 vision may still have some functional sight. They fall under the category of low vision, meaning that although their vision is severely impaired, they can still benefit from visual aids.
3. Impact on Daily Life
Challenges with Distance Vision: Individuals with 20/200 vision have significant difficulty seeing objects, signs, or faces at a distance. Recognizing faces across a room, reading road signs while driving, or watching TV from a typical distance can be very challenging or impossible.
Mobility and Orientation: Moving through unfamiliar environments may require assistance or adaptations. People with 20/200 vision often need to use mobility aids, such as a white cane or guide dog, to navigate safely.
Reading and Close-Up Work: Although close-up vision may be better, people with 20/200 vision often require magnifiers or other visual aids for reading or detailed work.
4. Corrective Measures
Eyeglasses or Contact Lenses: In some cases, corrective lenses may slightly improve vision. However, they often cannot bring a person’s vision to normal (20/20) levels when the vision loss is significant.
Low Vision Aids: Various devices can assist people with 20/200 vision in their daily lives, including:
Magnifiers: Handheld or electronic magnifiers for reading and detailed work.
Screen Readers: Digital devices or computers with screen readers that convert text to speech.
CCTV Systems: Closed-circuit television systems that enlarge printed text or images onto a screen.
Large-Print Materials: Books and materials with large text can make reading easier.
5. Driving Restrictions
Not Eligible for Driving: In most countries and regions, individuals with 20/200 vision are not permitted to drive. Driving requires a higher level of visual acuity to safely recognize signs, signals, and hazards.
6. Assistive Technology and Adaptations
Adaptive Technologies: Screen readers, screen magnifiers, and voice commands on computers and smartphones help individuals with 20/200 vision engage with digital content.
Environmental Modifications: Enhanced lighting, contrast modifications, and large-text displays make daily tasks like reading, working, and navigating spaces easier.
Orientation and Mobility Training: People with 20/200 vision need O&M (orientation and mobility) training to help them navigate safely and independently using mobility aids or techniques.
20/800 vision is a severe visual impairment often classified as profound low vision or near-total blindness. This means a person with 20/800 vision can see at 20 feet what someone with normal vision sees at 800 feet. Consequently, this level of impairment presents significant challenges for daily functioning. Even with corrective lenses, the limitations remain.
1. Definition of 20/800 Vision
A person with 20/800 vision must be 20 feet away to see something that a person with normal vision can see clearly from 800 feet. This substantial loss of visual acuity severely limits the ability to see details at any distance.
2. Legal Blindness and Classification
Individuals with 20/800 vision fall under the category of profound low vision. Although some residual vision may remain, it is limited. People with 20/800 vision are legally blind. Legal blindness is defined as having a visual acuity of 20/200 or worse in the better eye, even with corrective lenses.
3. Impact on Daily Life
People with 20/800 vision face significant visual challenges in everyday tasks. They may struggle with activities such as reading, recognizing faces, or navigating unfamiliar environments. Even simple tasks like watching TV or identifying objects across a room are often inaccessible. As a result, they must rely on non-visual cues such as tactile or auditory information. This helps them navigate their surroundings and accomplish tasks.
4. Corrective Measures
Although corrective lenses offer limited improvement for individuals with 20/800 vision, magnifiers or other visual aids may enhance any remaining vision for specific tasks. However, many people with this level of impairment depend on advanced assistive technologies. Screen readers, braille displays, and text magnifiers help them access information. Voice-controlled devices enable hands-free interaction with technology. Additionally, orientation and mobility aids, such as white canes or guide dogs, help individuals move safely.
5. Causes of 20/800 Vision
Congenital conditions, like Retinitis Pigmentosa or Optic Nerve Hypoplasia, often lead to severe vision loss. Progressive eye diseases such as Glaucoma, Macular Degeneration, or Diabetic Retinopathy can also cause vision to deteriorate to 20/800. Additionally, trauma or injury to the eye may result in permanent vision impairment.
6. Mobility and Independence
People with 20/800 vision rely on white canes, guide dogs, or assistance to travel safely. Orientation and mobility training teaches them how to use these aids effectively. This training also helps them develop strategies for moving confidently through public spaces. Some individuals also use adaptive techniques like echolocation to supplement their remaining vision.
7. Driving Restrictions
Due to the severity of the impairment, individuals with 20/800 vision are not permitted to drive.
8. Support and Resources
Low vision rehabilitation programs provide essential training in daily living skills, technology use, and mobility techniques. These programs enable individuals with 20/800 vision to maximize their remaining vision. Various organizations offer services such as guide dog training, braille literacy, and mobility aid instruction. Vision loss support groups also offer emotional and practical support for those facing similar challenges.
Result
20/800 vision represents profound visual impairment, often resulting in near-total blindness. People with this condition face substantial challenges in daily life. However, they can rely on assistive technology, mobility aids, and rehabilitation services to maintain independence. While corrective lenses may offer limited improvement, adaptive tools and strategies help individuals with 20/800 vision engage in work, education, and social activities successfully.
Now, you can get an idea of what a visual impairment actually looks like. Educational Services starting at youngest age possible but no later than age 3 years old is crucial.
Understanding Vision in Children: What Visual Acuity Really Means
For students who are blind or legally blind, accessing visual information on a computer screen can be one of the biggest barriers to learning unless you have an APP like Be My Eyes on Computer. Whether it’s a graph in science class, a diagram in math, a picture in a digital textbook, or an unlabeled image on a website, visual content often goes unexplained — unless someone is available to describe it.
Be My Eyes now solves this problem directly on your computer.
What Be My Eyes Can Do on a Computer
When installed on a PC or Mac, Be My Eyes can:
Describe graphs, charts, and diagrams
Explain pictures, illustrations, and maps
Identify objects or images in digital textbooks
Summarize visual layouts on websites
Clarify icons, buttons, or menus that are not labeled
Provide context for images that screen readers cannot interpret
This is especially powerful for students who are legally blind and need immediate access to visual information without waiting for a teacher, aide, or parent.
How It Works
Open the Be My Eyes app on your computer.
Take a screenshot or upload the image you want described.
Use the “Ask About This Image” feature.
Type your question — or simply ask:
“What is shown in this graph?”
“Describe the picture on the screen.”
“What does this diagram represent?”
“What is happening in this image?”
The AI will give a clear, detailed description that students can use immediately for classwork, homework, or studying.
Why This Matters for Blind and Low‑Vision Students
Visual content is everywhere in school — especially in math, science, social studies, and digital learning platforms. Without access, students fall behind academically and lose independence.
Be My Eyes gives students the ability to:
Access visual information instantly
Work independently without waiting for help
Understand graphs and diagrams in real time
Participate fully in class assignments
Build confidence and autonomy
For students who are legally blind, this tool is not optional — it is essential.
When to Use Be My Eyes vs. Other Tools
Be My Eyes: For describing images, graphs, diagrams, pictures, and anything visual.
Screen Readers (JAWS/NVDA): For reading text, navigating websites, writing, researching, and completing assignments.
CCTV: Only for viewing pictures or visual diagrams — not for reading.
Together, these tools create a complete access system.
iPhone-Setting Up Email Using Siri & Voice Over-sending a text
Phase 1-Setup Email
Goal
Student independently adds an email account and verifies it works. This guide covers iPhone-Setting Up Email Using Siri & VoiceOver to simplify the process for users who need accessibility support.
Step 1: Open Settings with Siri
Press and hold the Side button. Or Say “Hey Siri” if set up
Say:
“Open Settings.”
VoiceOver will say “Settings.”
Double-tap if needed.
Step 2: Navigate to Mail
• Flick right until you hear “Mail” • Double-tap
Inside Mail:
• Flick right to “Accounts” • Double-tap
Step 3: Add Account
• Flick right to “Add Account” • Double-tap
Choose account type:
iCloud
Google
Outlook
Yahoo
Other
Flick to correct provider. Double-tap.
Step 4: Enter Email Information
You will land in a text field.
To type:
• Double-tap in field • Dictate email address OR • Type using keyboard
Move to next field:
• Flick right
Enter password carefully. VoiceOver will say “Secure text field.”
After entering:
• Flick right to “Next” • Double-tap
Step 5: Verify Mail is Turned On
After account connects:
Make sure “Mail” toggle is ON.
Flick to it. Double-tap if needed.
Then flick right to “Save.” Double-tap.
Email is now active.
Phase 2 – Open and Use Mail
Now the student can begin using Mail.
Activate Siri:
“Open Mail.”
Proceed with:
• Flick right to inbox • Double-tap to open messages • Reply and send
Important Teaching Notes
Teach these concepts early:
✔ Every text field requires a double-tap before typing ✔ Listen fully before moving ✔ Flick slowly and intentionally ✔ Passwords must be entered accurately
If login fails:
• Recheck password • Ensure Wi-Fi is connected • Use Siri to say “Turn Wi-Fi on” if needed
Skill Check
Student should be able to:
Open Settings with Siri
Add an email account
Open Mail
Read one message
Send one reply
You are building digital independence.
Phase 3
Setting Up and Using Email with Siri & VoiceOver
Goal:
Student can open Mail, read messages, and send a simple email independently.
Step 1: Open the Mail App
Activate Siri: Hold the Side button or say:
“Hey Siri, open Mail.”
VoiceOver will announce: “Mail.”
Double-tap if needed.
Step 2: Navigate Inbox
• Flick right to move through emails • VoiceOver reads sender and subject • Double-tap to open
Teach: Listen fully before moving.
Step 3: Read Email
• Flick right to move line by line • Use rotor to change reading level
Signs of Low Vision in Children: Cannot see board work
Many children pass school vision screenings but still struggle to see clearly. Screenings check distance blur, not functional vision. Parents and teachers should watch closely for signs of low vision in children, because children may look fine on paper, yet daily tasks reveal hidden challenges. They squint at the board, lose place in text, miss expressions, and tire quickly. These behaviors reflect low vision, not lack of effort.
Many children pass school vision screenings but still struggle to see clearly. Screenings check distance blur, not functional vision. Children may look fine on paper, yet daily tasks reveal hidden challenges. They squint at the board, lose place in text, miss expressions, and tire quickly. These behaviors reflect low vision, not lack of effort.
Short Attention Span Optimized
1. They squint at the board even from the front row
Squinting signals effort, not attitude. The student works harder to sharpen distant detail.
Strategy:Increase contrast, use bold markers, and provide digital access. Squinting means they’re working hard, not misbehaving.
2. They move reading material close to their face
Children may hold books only inches away. They are trying to capture clarity, not misbehaving.
Strategy: Allow close viewing without correction. Offer magnification, larger print, or digital zoom. This is a strategy, not a problem.
3. They lose place or skip lines while reading
Low contrast and visual strain make tracking difficult. This shows visual fatigue, not poor skills.
Strategy: Use line guides, high‑contrast text, and uncluttered layouts. Tracking improves when visual strain decreases. Use immersive reader on laptop in WORD. Teach Screen reader to listen to content versus all visual.
4. They avoid worksheets with dense text
Heavy print strains the eyes. Students may stall, fidget, or rush because the task hurts.
Strategy:Break text into smaller chunks, increase spacing, and reduce clutter. Avoidance is often about discomfort, not motivation. Teach screen reader Access technology.
5. They miss facial expressions and social cues
Low vision reduces detail in faces. Children may misunderstand reactions, jokes, or emotions.
Strategy: Pair spoken cues with visual ones. Teach peers to use clear gestures and verbal confirmation. Low vision makes faces low‑contrast.
6. They trip or bump into objects others avoid easily
Low detail and reduced depth perception affect safe movement. These students need clear pathways.
Strategy: Keep pathways clear, reduce visual clutter, and ensure consistent classroom layouts. This is an access issue, not coordination.
7. They tire long before they complain
Visual fatigue builds fast. A child may appear distracted after lunch simply because their eyes are tired.
Strategy: Build in visual breaks, rotate tasks, and allow alternative formats. Visual fatigue shows up as “inattention.”
8. They improve dramatically with better contrast or lighting
When small changes help instantly, the issue is vision, not motivation.
Strategy:Adjust lighting, reduce glare, and use bold, high‑contrast materials. Quick improvement means the issue is vision, not effort.
Low Vision Issues
A child can pass a screening yet still experience low vision daily. These signs reflect access needs, not ability. With early support and the right tools, children learn confidently and keep pace with peers.
Understanding Vision in Children: What Visual Acuity Really Means
What does 20/800 vision look like: 20/200 vision compared to 20/800
20/800 is one of the most misunderstood acuity levels and is considered legally blind. People often assume it means “total blindness,” but that’s not accurate. 20/800 is severe low vision, and while it dramatically reduces detail at distance, many students and adults still use this vision every day — just differently.
Let’s break down what 20/800 really means in daily life.
What Does 20/800 Vision Mean?
A person with 20/800 vision sees at 20 feet what a person with typical vision sees at 800 feet. That’s a forty‑times loss of detail.
This affects:
distance clarity
facial recognition
reading speed
contrast sensitivity
navigation
visual fatigue
But it does not mean “no vision.” It means very limited detail, especially beyond arm’s length.
How 20/800 Vision Shows Up in Real Life
1. Distance detail is extremely limited
At 20/800, the world beyond a few feet becomes shapes, outlines, and movement — not detail. Signs, faces, and board work are not readable at any distance.
2. Faces are recognized by shape, hair, and movement
Students often identify people by voice, posture, hairstyle, or clothing rather than facial features.
3. Reading requires magnification or digital access
Print must be significantly enlarged, or accessed digitally with zoom, contrast, and speech support.
4. Contrast becomes essential
Low‑contrast materials disappear. Bold, high‑contrast visuals make a dramatic difference.
5. Mobility relies on pattern recognition, not detail
Students may navigate familiar spaces independently but need support in unfamiliar or visually complex environments.
How 20/800 Compares to Other Acuity Levels
20/800 vs. 20/200
20/200 is the legal definition of blindness. 20/800 is four times further down the chart — but the functional difference is not linear.
20/200 students may still catch some large details at distance. 20/800 students rely almost entirely on near vision, contrast, and nonvisual cues.
20/800 vs. 20/100
20/100 students can often access large print and some distance information with effort. 20/800 students cannot access distance information visually at all.
20/800 vs. “no vision”
It is not total blindness. Students may still detect:
light
motion
large shapes
high‑contrast objects
bold colors
This remaining vision can be incredibly useful when paired with the right tools.
What Students With 20/800 Need
digital access of all work with speech
predictable classroom layouts
tactile and auditory information
mobility support when needed
lighting that reduces glare
read using laptops with screen readers
work independently with braille, braille displays and tactile graphics
navigate confidently with cane and GPS
complete assignments alongside their peers using access technology
If instruction begins early and stays consistent, they thrive.
These aren’t “extras.” They’re access tools that allow students to participate fully and confidently.
The Bottom Line
20/800 is severe low vision — but it is still usable vision. Students with 20/800 rely on a combination of visual, tactile, and auditory information, and with the right supports, they can read, learn, navigate, and thrive.
Understanding what 20/800 really means helps educators stop assuming “total blindness” and start providing the access, dignity, and clarity every student deserves.
Understanding Vision in Children: What Visual Acuity Really Means
What does 20/100 vision look like: 3 comparisons: 20/20, 20/100 and 20/200
20/100 Vision: What It Really Means for People (Not legally blind, but close)
Many people hear “20/100” and think it is only “blurry.” But what does 20/100 vision look like for someone in everyday life? It is far more than that. For a student, 20/100 changes access to learning, classroom speed, and social interaction.
1. The board exists, but details disappear
A student with 20/100 sees the board, but letters fade quickly. Low contrast, faint markers, and glare make decoding slow.
2. Text requires extra effort
The eyes work harder to hold focus. Small print drains energy fast. Reading becomes a stamina task, not an intelligence test.
3. Faces and expressions lose clarity
At 20/100, subtle expressions vanish. Social cues move too fast. Misunderstandings follow because detail drops before meaning forms.
4. Mobility becomes cautious
Depth and detail shrink. Hallway movement requires more scanning. Crowded spaces increase stress and accidental bumps.
5. Fatigue arrives early
Eyes strain harder to stay clear. By mid-day, the visual system tires. Students feel the fatigue long before they report it.
6. Behavior changes are often misread
A student who looks away, slows down, or avoids reading is not lazy. They are adapting to a visual load others cannot see.
20/100 Is Not “Almost Fine”—It Is Reduced Access
This acuity does not reflect intelligence or motivation. It reflects how much effort a student must spend to access the same information as peers.
With stronger contrast, better lighting, correct seating, and the right tools, students with 20/100 can thrive.
How 20/100 Shifts Toward 20/200 During the Day
Visual clarity changes with fatigue. By afternoon, students often experience:
slower refocusing
reduced contrast sensitivity
more blur at distance
difficulty maintaining near clarity
This shift can push functional acuity close to 20/200, especially under stress, glare, or eye strain.
It works much like a Snellen chart: A student who reads 20/100 in the morning may miss one or two extra letters later, shifting the score. Missing those letters can lower acuity enough to look more like 20/160–20/200, even though the eye disease did not change—only the fatigue did.
Summary
20/100 vision affects more than reading. It changes learning, speed, confidence, and daily stamina. Early support, correct tools, and intentional teaching help students keep pace and protect their energy.
Keep in mind that life is competition so to keep up:
Life is a measure of access.
With the right tools, students with 20/100 vision:
can read using laptops and screen readers
People with 20/100 vision can work independently and may or may not need braille, braille displays, or tactile graphics, depending on whether their eye condition is stable or degenerative.
navigate confidently with cane and GPS
complete assignments alongside their peers using access technology
If instruction begins early and stays consistent, they thrive.
Understanding Vision in Children: What Visual Acuity Really Means
What 20/40 vision means at 20 feet trying to look at board
Understanding 20/40 Vision: Why “Almost Normal” Still Matters in the Classroom
When people hear 20/40 vision, they often assume it means “just a little blurry.” But for many students, 20/40 affects how they access learning, social cues, and the fast‑moving visual world of school. It’s not a measure of intelligence or effort — it’s a measure of visual access.
Here’s what 20/40 really means, and why it deserves attention.
What Does 20/40 Vision Mean?
A student with 20/40 vision sees at 20 feet what a student with typical vision sees at 40 feet. That difference may sound small, but in real‑world environments — classrooms, hallways, playgrounds, screens — it adds up quickly.
20/40 is still within the “legal driving” range in many places, but that doesn’t mean it’s effortless. It simply means the student can function — not that they can function comfortably.
How 20/40 Vision Shows Up in Daily School Life
1. The board is readable… until conditions change
Students may read the board when the lighting is perfect and the marker is bold. But add glare, faint ink, low contrast slides, or distance, and clarity drops fast.
This leads to guessing, leaning forward, or quietly copying from a friend.
2. Small print requires more effort
Worksheets with tiny fonts, cluttered layouts, or dense text slow students down. They can read it — but it takes more energy, and fatigue shows up long before frustration.
3. Social cues can be harder to interpret
Facial expressions, quick gestures, and subtle movements may be harder to see from across the room. This can lead to misunderstandings that look like inattention or missed cues.
4. Outdoor environments are visually demanding
Playgrounds, fields, and parking lots introduce glare, shadows, and low‑contrast backgrounds. Spotting details — a ball, a friend waving, a step — takes more effort.
5. Students may not report difficulty
Kids with 20/40 often assume everyone sees this way. They adapt quietly, work harder than adults realize, and rarely complain.
Why 20/40 Still Matters for Access
20/40 doesn’t require the same level of support as 20/200 or 20/70, but it still impacts:
reading speed
visual endurance
accuracy at distance
social interpretation
comfort in bright or low‑contrast environments
Small changes can make a big difference:
better contrast on the board
bold markers
seating that reduces glare
slightly larger print
uncluttered worksheets
digital access when possible
These aren’t “accommodations.” They’re access strategies — the same ones sighted students benefit from, just more essential here.
The Bottom Line
20/40 is not “almost normal.” It’s a visual profile that requires awareness, thoughtful design, and small adjustments that protect a student’s energy and confidence.
When we understand what 20/40 really means, we stop assuming students are “fine” — and start giving them the clarity they deserve and access to their world.
Understanding Vision in Children: What Visual Acuity Really Means
20/70 vision gets dismissed as “not that bad,” or “just a little blurry,” yet it changes a student’s entire school day. It affects how they read, learn, socialize, and move through their world. Teachers often miss the signs because the student looks like they are seeing “well enough,” but their visual system works harder every minute.
Here’s what 20/70 often looks like in real life:
1. The board is visible… but not comfortably
Students may technically read the board, but only with effort. Low contrast, faint markers, and glare turn every lesson into a slow decoding task.
2. Faces and expressions lack detail
Social cues move quickly. At 20/70, subtle expressions, eyebrow movements, and small gestures can be missed — leading to misunderstandings that look like inattention.
3. Reading takes more energy
It’s not about ability. It’s about the visual system working harder to maintain clarity, especially with dense text or poor contrast.
4. “Clumsy” moments aren’t clumsiness
Reduced detail and depth perception affect navigation, especially in busy classrooms, hallways, and playgrounds.
5. Fatigue shows up before frustration
When every task requires extra visual effort, students tire faster — long before they complain.
6. Behavior changes are often misunderstood
A student who looks away, loses place, or avoids reading isn’t unmotivated. They’re adapting.
20/70 is not a measure of intelligence or effort and it does not limit intelligence, motivation, or potential. It only limits access. With simple changes—better contrast, stronger lighting, proper seating, and the right tools—students stop struggling and start thriving. When schools understand what 20/70 really means, they unlock a student’s ability to learn with confidence and independence.
Understanding Vision in Children: What Visual Acuity Really Means
When Vision Problems Look Like Misbehavior as kid pokes another student in class to ask question
Why Vision Challenges Often Look Like “Behavior” in Kids and Adults
Vision challenges often hide in plain sight, yet they shape behavior every day. For many families, it can be confusing when vision problems look like misbehavior. A child avoids reading because letters blur. An adult seems distracted because focusing hurts. Teachers and parents notice frustration, not vision strain. Misunderstanding grows quickly when no one knows the eyes work too hard. When vision becomes clear, behavior improves, confidence rises, and daily tasks feel easier. This illustrates why vision problems sometimes appear as misbehavior.
Many vision issues do not appear as “I can’t see.” They appear as everyday behaviors people misunderstand. These signs often show that vision—not motivation—is the real struggle.
• “Why can’t my child see the board?” Distance vision is only part of the story. Low contrast, glare, and faint markers make even the front row feel far away.
• “Why does my student squint?” Squinting is often a contrast problem, not a distance problem. It’s the brain trying to sharpen an image that isn’t clear enough.
• “Why does my child hold things close?” Close viewing is a strategy, not a flaw. Many students see best within a narrow range where print is larger, clearer, and higher contrast. When vision problems arise, they may mimic misbehavior rather than signal a visual challenge.
• “Why does my student miss social cues?” Facial expressions, eye contact, and gestures are low‑contrast, fast‑moving, and often far away. Missing them is a vision access issue, not a social one.
Vision Problems Look Like Misbehavior in small but significant ways
• “Why is my child clumsy?” Depth perception, peripheral vision, and glare sensitivity all affect movement. Tripping or bumping into things is often functional vision—not coordination.
• “Why does my student avoid reading?” Avoidance is usually fatigue. Low contrast, small print, and visual clutter make reading physically exhausting long before it becomes academically challenging. In many cases, vision problems may be mistaken for misbehavior in students avoiding tasks.
Why does my child interrupt conversations or seek attention in the wrong ways? If you can’t clearly see who is talking, where the group’s attention is focused, or when it’s your turn to join in, you rely on timing guesses. What looks like interrupting or attention‑seeking is often a student trying to participate without the visual information everyone else takes for granted. Vision Problems Look Like Misbehavior all the time with habits such as these.
When we understand the why, we stop labeling these behaviors as inattentive, unmotivated, or disruptive—and start creating environments where students can thrive.
Understanding Vision in Children: What Visual Acuity Really Means
20/200 vision explained-in the distance and up close with 1 line seen at 20/20 perfect vision
Many people misunderstand what 20/200 vision actually means. The term appears simple, yet the truth often surprises families and teachers. Many assume 20/200 equals total blindness, but it does not. This number describes legal blindness, not the absence of sight. People with 20/200 vision may still see shapes, motion, and colors. However, they cannot see detail clearly enough for daily tasks without support. Understanding this difference matters, because it guides education, training, and future independence. Clear knowledge empowers parents, schools, and professionals to build the right plan.
Misunderstanding 1: “20/200 means total blindness”
20/200 is the legal definition of blindness in the United States, but it is not the functional definition. Many people with 20/200:
See light, color, and large shapes
Navigate familiar spaces
Recognize faces at close distances
Read with magnification or large print
The myth comes from assuming “blindness” means “no vision at all,” when in reality it describes a range of usable vision.
Misunderstanding 2: “If someone has 20/200, they can’t read”
Reading ability depends far more on print size, contrast, and lighting than on the acuity number alone. Someone with 20/200 may read:
Large print
High‑contrast text
Digital text with zoom
Braille, depending on preference and fatigue
The real barrier is often visual clutter, not the acuity itself.
Misunderstanding 3: “20/200 looks the same for everyone”
Two people with the same acuity can have completely different experiences depending on:
Field loss
Light sensitivity
Glare
Contrast sensitivity
Stability of the condition
Acuity is only one slice of functional vision.
Misunderstanding 4: “If you get close enough, everything becomes clear”
Distance helps, but clarity depends on contrast, lighting, and the condition causing the vision loss. Someone with 20/200 may still struggle with:
Low‑contrast text
Faded pencil writing
Busy backgrounds
Dim rooms
Bright glare
Getting closer doesn’t fix those.
Misunderstanding 5: “20/200 means you can’t be independent”
People with 20/200 routinely:
Work full‑time
Travel independently
Use smartphones and computers
Parent
Cook
Drive with bioptics in some states
Independence is shaped by training, tools, and environment, not just acuity.
With the right tools, students with 20/200 vision:
read using laptops and screen readers
work independently with braille, braille displays and tactile graphics
navigate confidently with cane and GPS
complete assignments alongside their peers using access technology
If instruction begins early and stays consistent, they thrive.
Misunderstanding 6: “20/200 is the same in every situation”
Someone with 20/200 may function very differently depending on:
Indoors vs. outdoors
Daylight vs. fluorescent lighting
High‑contrast vs. low‑contrast environments
Familiar vs. unfamiliar spaces
Functional vision is context‑dependent, not fixed.
Misunderstanding 7: “If you have 20/200, you’ll eventually lose all your vision”
Acuity doesn’t predict the future. Some conditions are stable for life. Most vision fluctuates daily and hourly. Some improve with treatment. Some decline slowly or unpredictably.
The number describes today, not destiny.
Misunderstanding 8: “20/200 means you can’t see faces”
Most people with 20/200 can see faces at close range. What’s difficult is:
Recognizing faces across a room
Reading expressions from a distance
Catching subtle social cues
This is why students may appear “uninterested” or “unaware” when they’re actually working twice as hard to interpret the room.
Misunderstanding 9: “Glasses can fix 20/200”
If glasses could correct it, it wouldn’t be classified as 20/200. The number reflects best‑corrected vision, not uncorrected vision.
Misunderstanding 10: “20/200 is rare”
It’s more common than people think, especially among:
Students with albinism
Individuals with optic nerve conditions
Adults with diabetic retinopathy
People with congenital low vision
The number shows up across many diagnoses.
Globally, more than 33 million people meet the legal blindness threshold of 20/200 vision or worse, making this level of sight loss far more common than most people realize.
Understanding Vision in Children: What Visual Acuity Really Means
At this time, there is no fully reliable indoor navigation app that works in all buildings without special equipment such as QR codes, Bluetooth beacons, or professional indoor mapping. GPS does not function accurately indoors, and current mobile apps cannot provide turn‑by‑turn indoor directions. Indoor Navigation for Blind Users remains a significant technical challenge due to these limitations.
However, Seeing AI is the closest tool we have for indoor orientation that you can use immediately. It can describe rooms, identify doors, read signs, and recognize objects. When combined with strong cane skills, Seeing AI gives blind travelers meaningful visual feedback that supports safe and confident movement inside any home, school, or building. AND most importantly, can use anywhere and immediately.
Lesson: Indoor Navigation for Blind Users Using Seeing AI – (iPhone)
Skills: Indoor navigation, route following, spatial awareness, tech + cane integration Tools: iPhone with Seeing AI, long cane, school hallway or building
Lesson: Indoor Orientation Using Seeing AI
What it CAN do, what it CANNOT do, and how blind travelers can use it safely and effectively.
Strong cane travel skills are the foundation of safe and independent mobility. Great cane training will always take you where you need to go. Seeing AI can add helpful information about the environment, but it is the cane that provides the reliable, real‑time feedback a blind traveler depends on.
Skills: Indoor orientation, environmental awareness, object identification, sign reading, cane + tech integration Tools: iPhone with Seeing AI, long cane, any indoor environment
Lesson Overview
Seeing AI is not an indoor navigation app. It does not map buildings, create routes, or give turn‑by‑turn directions.
But it is the most powerful indoor visual feedback tool available today for blind travelers — and when paired with strong cane skills, it becomes a reliable way to:
identify rooms
confirm locations
understand layout
detect doors and openings
recognize objects
read signs
build mental maps
This lesson teaches students how to use Seeing AI as an indoor orientation partner, not a navigation system.
Learning Objectives
By the end of this lesson, the student will be able to:
Use Seeing AI to identify doors, signs, and room numbers
Use the World and Scene channels to understand layout
Use Short Text to read labels, signs, and posted information
Use object recognition to identify furniture and landmarks
Combine cane skills + Seeing AI feedback to move safely
Understand the limits of Seeing AI indoors
Use Seeing AI as a supplement, not a replacement, for O&M skills
What Seeing AI CAN Do Indoors
Describe what the camera sees
furniture
doors
hallways
people
objects
appliances
stairs
obstacles
Read signs and room numbers
classroom numbers
office signs
restroom labels
posted instructions
bulletin boards
✔ Identify objects and landmarks
tables
chairs
vending machines
water fountains
cabinets
shelves
✔ Help build a mental map
By scanning left, right, and ahead, the student can understand:
where openings are
where walls are
where intersections are
where furniture is located
✔ Confirm they’ve reached the correct room
Short Text + Scene = “Yes, this is Room 214.”
✔ Support safe indoor travel when paired with cane skills
Seeing AI gives visual information. The cane gives tactile information. Together, they create a complete picture.
What Seeing AI CANNOT Do Indoors
❌ It cannot navigate
turn‑by‑turn directions or indoor routes. Nor give hallway guidance.
❌ It cannot map a building
No saved indoor locations, or indoor POIs. No floor detection.
❌ It cannot guide you back to a room
Markers and audio beacons are GPS‑based and only work outdoors.
❌ It cannot detect exact indoor positions
GPS accuracy indoors is too poor.
❌ It cannot replace cane skills
It supplements orientation — it does not provide mobility.
“Seeing AI helps you understand what’s around you indoors. It can describe rooms, read signs, and identify objects. It cannot guide you like a GPS, but it gives visual information that supports your cane skills.”
Explore the World Channel
Explore
hold the phone at chest level
slowly scan left to right
listen to descriptions
Listen for:
“What openings do you hear?”
“What objects are in front of you?”
“What does it say about the hallway?”
Identify Doors and Openings
Use the camera to:
find doorways
detect open vs closed doors
identify intersections
confirm hallway direction
Think about:
“Where is the door located?”
“Is it open or closed?”
“What does your cane confirm?”
Read Room Numbers and Signs
Switch to Short Text.
Now
locate room numbers which should have braille
read office signs
read restroom labels
read posted instructions
This builds literacy + orientation.
Object Identification
Use the Describe to identify:
tables
chairs
cabinets
appliances
vending machines
water fountains
anything
Think about
“What object did it identify?”
“How does that help you understand the space?”
Build a Mental Map
Walk a hallway or room.
scan ahead
scan left
scan right
use cane to confirm
describe the layout
Then combine:
visual feedback
tactile feedback
spatial reasoning
Reflection
“What did Seeing AI help you understand?”
“What did your cane tell you that Seeing AI didn’t?”
“How did the two work together?”
“What can Seeing AI NOT do indoors?”
This reinforces realistic expectations.
If you are teaching this here is an Assessment Checklist
Student demonstrates mastery when they can:
Identify doors and openings using Seeing AI
Read room numbers and signs
Identify objects and landmarks
Build a mental map of a hallway or room
Use Seeing AI + cane skills together
Explain what Seeing AI cannot do indoors
Teacher Notes
Seeing AI is the best indoor orientation tool available today
It is NOT indoor navigation
It gives visual information, not directions
It works in any building
It supports independence when paired with cane skills
Low Vision Driving Aids: Man driving with Bioptic glasses
Many students with low vision can increase independence through safe and well-designed optical tools. Low Vision Driving Aids such as bioptic telescopes, prism glasses, and adaptive driving technology help students identify road signs, lane markings, and distant objects with greater clarity. These devices do not replace safe driving skills, but they support eligible students who meet vision requirements and receive proper training. Teachers and parents play a central role by learning these options early, guiding students toward evaluations, and helping them build strong visual skills long before driving becomes possible.
Bioptic Telescopic Lenses
Bioptic telescopes are small telescopes mounted on glasses. They magnify distant objects such as road signs and traffic signals. The driver uses normal vision for steering but briefly glances through the telescope for critical details.
How bioptics work: A small telescope at the top of the lenses increases clarity for distant targets.
How drivers use them: Drivers use natural vision for general driving and glance through the telescope to read signs or detect details.
Safety: Research shows bioptic drivers succeed with training. Proper instruction remains essential for safety and confidence.
Adaptive Driving Technology (ADAS)
Many students benefit from modern vehicle safety systems such as:
Lane-keeping assist
Blind-spot detection
Adaptive cruise control
Automatic emergency braking
These systems improve awareness and support safe driving decisions. They do not replace skill, but they strengthen safety for drivers with visual limitations.
Vision Enhancement Devices
Some students use electronic eyewear or enhanced optical devices to support mobility. Tools like eSight improve clarity for reading street names, viewing dashboards, or spotting road markers. These devices help with general visual access rather than driving tasks themselves.
Prism Glasses for Low Vision
What Prism Glasses Do
Prism glasses bend light to move an image into a student’s stronger visual field. They help the student locate print and objects more quickly. They do not change the eye, but they make vision tasks easier and less tiring.
Who Benefits
Prism glasses help students who:
Miss objects on one side
Lose their place when reading
Experience double vision
Have trouble tracking words
Struggle with visual focus
Have CVI or field loss
Prisms reduce searching and help the brain find information faster.
How Prism Glasses Help in School
Prisms can:
Improve tracking
Reduce eye strain
Support board-to-desk copying
Increase reading stamina
Strengthen early print recognition
Teachers often see smoother reading, fewer errors, and better endurance.
Types of Prism Glasses
Students may use:
Reading prisms for near work
Field-shifting prisms to move images into better visual fields
Yoked prisms to shift the entire image
Non-yoked prisms for specific alignment issues
A low vision optometrist chooses the correct type.
Legal and Clinical Requirements
State Laws and Bioptics
Thirty-seven states permit some form of bioptic driving. Each state sets different rules about visual acuity, visual field, telescope power, and required training. Some states allow drivers to meet acuity standards through the bioptic if they reach a level such as 20/40 through the telescope.
DMV -Department of Motor Vehicles- Vision Standards
Most state DMVs require:
Minimum acuity (often 20/40 for unrestricted licenses)
A certain visual field range
Medical reports from a low-vision specialist
Where to Go for Evaluations and Training
Low Vision Optometrists
Families should begin with a low vision optometrist who can:
Test remaining vision
Evaluate driving potential
Determine whether bioptics or prism glasses will help
Prescribe optical devices
Search using IALVS or regional low vision centers.
Indoor Navigation for Blind Travelers Using iPhone Apps
Using Siri • VoiceOver • Apple Maps • Compass • O&M Skills: 9 of 9 Lessons
Indoor Navigation for Blind People with the Seeing AI App-Using seeing AI to identify what is in lobby
LESSON 9 — Use Seeing AI for Indoor Orientation and Room Identification
Once inside, Seeing AI becomes the key tool for identifying interior features—room signs, doors, and visual clues—while Lesson 8 combines all navigation skills into a complete routine. Students use Look Around outside, drop pins inside, follow Siri’s directions, align with Compass, walk straight, count steps, identify landmarks, and use Seeing AI to confirm locations. Indoor Navigation for Blind People with the Seeing AI App is made possible as together, these tools empower blind travelers to navigate independently with confidence.
Purpose: Help blind travelers identify hallways, doors, signs, objects, and surroundings inside buildings where Apple Maps cannot provide indoor guidance.**
Seeing AI gives fast, accurate orientation information through-download app in app Store:
Scene description
Door detection
Short Text reading
Object identification
Direction of sounds (“in front of you,” “to your left,” etc.)
It becomes the traveler’s “eyes” inside the building. Fantastic for Home also.
A. Open Seeing AI Quickly
The user says: “Hey Siri, open Seeing AI.”
VoiceOver opens the app instantly.
B. Use Scene Mode for Fast Orientation
Scene mode gives an overview of the space.
Steps:
User holds the phone at chest level.
User points the camera forward.
VoiceOver speaks what Seeing AI detects.
Examples of descriptions:
“A hallway with doors on each side.”
“A desk and chairs in front of you.”
“A person standing near the door.”
“A staircase ahead.”
Scene mode helps the user confirm:
They are in the correct hallway
The hallway has doors leading to nearby rooms
They are close to the bathroom or office area
They are approaching an intersection
Vision teachers can integrate this during O&M lessons to reinforce environmental understanding.
C. Use Door Detection (in Scene or Preview)
Door Detection helps blind travelers find rooms and entrances.
Steps:
User opens Scene or Door Detection.
User sweeps the camera left to right.
VoiceOver announces:
“Door ahead.”
“Door three feet to your right.”
“Door with sign: Room 112.”
This replaces visual scanning and gives very precise orientation inside schools or offices.
D. Use Short Text to Read Room Signs and Labels
Blind travelers use Short Text to read anything instantly.
Steps:
User flicks to “Short Text.”
User holds the phone up while walking past doorframes.
Seeing AI reads text automatically without taking a photo.
Examples:
“Main Office.”
“Restroom.”
“Room 203.”
“Science Lab.”
This helps confirm the correct room and supports independent route practice.
E. Use Object Recognition to Confirm Landmarks
Object mode helps locate:
Trash cans
Desks
Water fountains
Elevators
Stairs
Classroom equipment
Steps:
User flicks to “Objects.”
User scans the room slowly.
VoiceOver announces detected objects with direction cues.
This helps the traveler understand interior layout.
F. Use Person Detection for Safety and Social Navigation
Seeing AI identifies:
People
Their location
Their distance
Their movement
This helps the user:
Sense if someone is near the bathroom
Detect crowds or busy hallways
Avoid walking into people
Know when someone is approaching
G. Combine Seeing AI with Dropped Pins and Compass
This is the strongest indoor navigation system for blind travelers.
Flow Example:
Siri → “Walking directions to Bathroom.”
User aligns with Compass → Heading West.
User walks along hallway.
Seeing AI Short Text → Reads door signs to confirm progress.
Seeing AI Scene → Confirms hallway shape and intersections.
Seeing AI Door Detection → Confirms bathroom door location.
User drops a new pin at the bathroom.
This creates a full multisensory navigation loop.
H. Where Seeing AI Helps Most
Seeing AI is extremely helpful in:
Home
Schools
Offices
Hospitals
Hotels
University buildings
Community centers
Dorms
Airports (inside terminals)
Whenever GPS fails inside buildings, Seeing AI fills the gap.
I. When Seeing AI Should Be Used Instead of Apple Maps
Inside buildings:
Apple Maps gives heading + distance only
Seeing AI gives visual environmental detail
Use Seeing AI to:
Confirm correct hallway
Locate doors or signs
Detect intersections
Understand room layout
Identify objects
Get general scene context
Together: Pins = direction Compass = orientation Seeing AI = environment detail
Indoor Navigation for Blind Travelers Using iPhone Apps
Using Siri • VoiceOver • Compass • Seeing AI • O&M Skills: 3 & 4 of 9 Lessons
Use Dropped Pins to Navigate Inside Building
Use Seeing AI and Landmarks to Navigate Inside Buildings
Navigating indoors with an iPhone becomes a powerful skill when blind travelers learn to use Seeing AI, environmental landmarks, and directional awareness. This lesson builds on foundational mobility techniques by teaching students to identify key locations—such as bathrooms, offices, and exits—using visual recognition, text reading, and object identification. Students then use VoiceOver cues, Compass alignment, and consistent routes to move confidently between locations. With these tools, unfamiliar indoor spaces become structured, predictable, and navigable.
LESSON — Identify Key Locations Using Seeing AI (Bathroom, Office, Exit)
Purpose: Build reliable indoor landmarks using real-world identification instead of map-based pins.
The user says: “Open Seeing AI.”
Then selects modes such as:
Short Text
Document
Product
Scene
The user scans the environment to identify:
Signs (Bathroom, Exit, Room Numbers)
Doorways and landmarks
Printed materials
VoiceOver reads detected text and descriptions.ment and hallway cues, which assists anyone aiming to use Dropped Pins for indoor building navigation.
The user pairs this information with physical landmarks such as:
Wall direction
Door placement
Hallway turns
Navigate Between Locations Using Siri, Compass, and Landmarks
Purpose: Use consistent routes and directional cues to travel between identified locations.
To return to the Main Room: “Hey Siri, open Compass.”
The user aligns direction based on known orientation.
To locate the Bathroom or Exit: The user uses:
Previously identified landmarks
Hallway structure
Door counts and turns
VoiceOver supports with:
Heading direction
Orientation feedback
The student follows consistent routes, reinforcing spatial understanding and independence.
Using Seeing AI on iPhone
What Seeing AI is
Seeing AI is a free app from Microsoft that uses your iPhone camera to:
Read text aloud
Identify objects and scenes
Recognize products and barcodes
Describe environments
It turns visual information into speech feedback in real time
Why it matters for blind users
Seeing AI supports:
Independent reading
Indoor navigation support
Identifying locations and objects
Understanding surroundings quickly
It is a support tool, not a replacement for O&M skills
Main features (channels) and how to use them
1. Short Text (fast reading)
Use for:
Signs
Door labels
Room numbers
How:
Open Seeing AI
Swipe to Short Text
Point camera toward text
It reads instantly as soon as text is detected
2. Document (longer reading)
Use for:
Papers
Handouts
Mail
How:
Swipe to Document
Hold phone above page
Listen for guidance:
“Move left”
“Move right”
Double tap to capture
Reads full document clearly
3. Scene (environment awareness)
Use for:
Understanding a room
Locating objects
Getting general layout
How:
Swipe to Scene
Point camera around slowly
Example output:
“Hallway with doors”
“Table and chairs”
4. Product (barcode scanning)
Use for:
Food items
Products
Bottles
How:
Swipe to Product
Move camera slowly
Listen for beep when barcode is found
Reads product name
5. People (optional)
Use for:
Detecting faces
Estimating distance
How to use Seeing AI for indoor navigation
Step 1: Identify locations
Use:
Short Text → read signs
Scene → understand layout
Example:
“Bathroom” sign
“Room 204”
Step 2: Build mental map
Combine:
What you hear from Seeing AI
O&M skills:
hallway direction
turns
landmarks
Step 3: Move with direction
Use:
Compass
Consistent routes
Landmark recall
Seeing AI helps identify You move using orientation + memory
Blind student reading Braille on paper, using a Braille display with a computer, and exploring a tactile graphic
Understanding Linear Learning vs. Spatial Learning
When people ask, “How do blind students learn?” the most important starting point is this:
Blind students learn linearly. Sighted students learn spatially.
This single difference explains why blind learners need different teaching strategies, different tools, and different test accommodations: not because they are less capable, but because they access information through a completely different pathway.
Let’s break down what this means, why it matters, and how it affects everything from classroom instruction to standardized testing.
1. Spatial Learning (Sighted Students)
Sighted students take in information all at once, in a broad visual field. They can:
Glance at a page and see the whole layout
Jump between paragraphs instantly
Scan charts, maps, and diagrams in seconds
Compare two areas of a page without losing their place
Hold visual relationships in mind (left/right, above/below, bigger/smaller)
This is spatial learning — fast, simultaneous, and visually anchored.
2. Linear Learning (Blind Students)
Blind students access information one piece at a time– one character at a time, in a straight line, through:
Screen readers (JAWS, NVDA, VoiceOver)
Braille displays
Audio
Tactile graphics
They cannot “look around” a page or see the question and the paragraph all at the same time, nor skim a diagram. They must:
Move character by character or part by part
Move line by line
Navigate with commands
Build the mental picture sequentially
Hold details in working memory
This is linear learning — accurate, powerful, but fundamentally different from spatial learning.
Braille readers who build fluency up to 400–450 words per minute — and some even higher — can move through text quickly, but they still must slow down when deep comprehension is required. In parallel, trained blind students can listen at speeds well above 400 words per minute. Because audio processing becomes a major access route for academic content, teaching efficient high‑speed listening is an essential skill alongside Braille fluency.
This instruction must begin early if the goal is for the child to maintain pace with sighted peers, as early tactile and access‑skills training prevents the academic delays that occur when these foundations are introduced later. This includes early keyboarding instruction and learning to use a PC computer with screen reader commands, both of which are essential access tools for blind students throughout school and into adulthood. For blind children, it is essential to start developing tactile readiness, tactile discrimination, and early Braille concepts by age 3. These foundational tactile skills support later Braille fluency, spatial understanding through touch, and efficient access to academic materials.
For children with low vision and a progressive eye condition, instruction should begin as soon as the condition is identified — not after vision loss occurs. Early access training ensures the child builds the skills they will rely on later, preventing academic delays and reducing the emotional and cognitive burden of “catching up” after vision decreases.
Early instruction in tactile skills, Braille readiness, and high‑speed listening lays the groundwork for the advanced literacy and access skills blind students need throughout school and into adulthood.
3. Why This Matters in Real Learning Situations
A. Refer‑Back (Test) Questions
Many work but especially standardized tests require students to:
Read a question
Refer back to a paragraph
Return to the question
Choose the correct answer
Sighted students do this in seconds because the question and paragraph are both visible at once.
Blind students must:
Stop reading
Navigate backward through headings or lines
Find the correct paragraph
Reread it
Navigate forward again
Try to remember both the question and the paragraph
This is not a reading‑comprehension task — it becomes a navigation and memory task.
Why it’s inaccessible
Screen readers present content linearly, not spatially.
Blind students lose the visual proximity sighted students rely on.
Cognitive load doubles because they must juggle navigation + content.
They lose significant time through no fault of their own.
Appropriate accommodation
On the student’s IEP (Individualized Education Program), include a sighted human reader as an accommodation. This restores equal access by allowing the student to:
Braille students has fingers on a braille display if test is electronic or on hard copy braille then
Asks reader for the referenced paragraph
Answers immediately based on knowledge, not navigation
This is not an advantage — it is equivalent access.
B. Image‑Based Test Questions
Charts, diagrams, maps, graphs, and labeled pictures are inherently spatial.
Sighted students can instantly see:
Layout
Labels
Patterns
Relationships
Direction
Relative size
Blind students cannot access any of this unless the description is complete — using methods appropriate for blind learners, since most tests are created by sighted people using sighted terms rather than blind terms — and, most importantly, unless they have been explicitly taught how to “read” and interpret graphs through tactile and auditory methods. This is also where a sighted human reader becomes essential, someone who knows the student and can relay information using blind‑appropriate terminology and concepts.
Why inadequate alt text fails
Alt text like:
“A chart”
“A diagram of a cell”
“A map of the U.S.”
…provides none of the information needed to answer questions.
Screen readers cannot “see” the image. They only read the text provided. If the description is incomplete, the student receives incomplete information — and cannot answer accurately.
Appropriate accommodation
A trained sighted describer, with tactile graphics when appropriate, can:
Describe the full spatial layout as student moves their hands across the graphic
Identify labels and relationships
Provide the structure needed to understand the image
Support the student without giving away answers
This ensures the blind test taker has access to the same information sighted peers see.
4. What Teachers and Parents Need to Know
Blind students are fully capable of mastering the same academic content — when the information is delivered in a way they can access.
To support linear learners:
Present information in clear, sequential linear order
Avoid “look at the chart above” without providing a full description
Use headings, structure, and consistent formatting
Provide tactile graphics for spatial concepts
Teach screen reader navigation explicitly
Allow extra time for tasks that require back‑and‑forth reference
Use human readers or describers when needed
These are not “extras.” They are equity.
5. Why This Matters for Every Classroom and Every Test
When educators understand the difference between linear and spatial learning, everything becomes clearer:
Why blind students need more time
Why they need tactile graphics
Why they need structured digital materials
Why refer‑back questions are inaccessible
Why image‑based items require human description
Why blind students may appear “slower” when they are actually processing more steps
Blind students are not struggling with content — they are navigating a world built for spatial learners.
6. Final Thought
Blind students learn differently, not less. Their learning is sequential, structured, and deeply conceptual. When we remove the visual barriers, their abilities shine.
How Different Eye Conditions Affect the Way People See: A central blue-green human eye is surrounded by four circular images showing how different eye conditions affect vision: macular degeneration with a dark central blur, glaucoma with tunnel vision, cataracts with overall cloudiness, and diabetic retinopathy with floating dark spots.
Key Statistics on Blindness and Vision Loss
Overall Vision Loss
More than 12 million Americans live with blindness or significant vision impairment, and it’s important to understand how different eye conditions affect the way people see, as each one can have unique effects on vision.
Globally, 2.2 billion people have vision impairment or blindness.
Age-Related Increase
Vision loss rises sharply with age because the risk of major eye diseases grows over time.
After age 40, one in eight adults develops a vision-threatening eye condition.
After age 65, the rate of blindness and low vision increases four-fold.
Adults over 75 experience the highest rates of blindness in the population.
Nearly half of all blindness occurs in people over 70.
Leading Causes of Vision Loss as We Age
How Different Eye Conditions Affect the Way People See as These Conditions Become More Common with Age
Cataracts
Affects 24 million Americans over 40.
By age 80, more than half of adults develop cataracts.
Glaucoma
Over 3 million Americans have glaucoma.
Risk doubles every 10 years after age 40.
Age-Related Macular Degeneration (AMD)
Leading cause of blindness in older adults.
Affects 11 million Americans, expected to reach 22 million by 2050.
Diabetic Retinopathy
Affects one in three adults with diabetes.
Risk increases with both age and length of diabetes.
Why Eye Conditions Worsen With Age
Here are the major age-related changes:
The lens becomes cloudy, causing blurred or dim vision.
The retina loses cells, reducing clarity and contrast sensitivity.
The optic nerve can suffer pressure-related damage.
Blood vessels weaken, especially with diabetes and hypertension.
Impact on Daily Life
Older adults with low vision face three times the fall risk.
Vision loss increases depression risk by up to 25 percent.
Two-thirds of adults in assisted-living communities have untreated vision issues.
Hopeful Note
Most age-related eye diseases are treatable or manageable with early detection. Screen reader technology, braille displays, and accessible tools also help older adults stay independent.
Most people assume vision loss is like “blurry vision” — but every eye condition affects sight in a completely different way. Understanding these differences helps teachers, families, and coworkers support students and adults with confidence and empathy.
This guide breaks down the most common eye conditions and gives you a simple, accurate explanation of how the world looks through their eyes.
1. Cataracts
What it is: Clouding of the eye’s natural lens. You See:
Vision appears foggy, milky, or like looking through dirty glass
Colors look faded
Light glare is intense (especially headlights at night)
What helps: Even lighting; high contrast; reducing glare. sun glasses help stop glare of cataracts. Removal is important to regain full vision.
2. Macular Degeneration (AMD)
What it is: Damage to the macula, the part of the retina responsible for central vision. You See:
A dark or blurry spot in the center
Faces and print disappear
Side vision stays clear
What helps: Large print, audio access, magnification, and teaching scanning strategies. Teaching to focus on the outside of vision. Prism glasses the will help bring vision to the center again
3. Stargardt Disease
What it is: A juvenile form of macular degeneration. You see:
Central blind spots
Difficulty recognizing faces
Trouble reading standard print
Good peripheral vision
What helps: High‑contrast materials, audio, and flexible access to digital text. Prism glasses
4. Glaucoma
What it is: Damage to the optic nerve, often from high eye pressure. You see:
Loss of peripheral (side) vision and central vision
“Tunnel vision” in later stages
Difficulty navigating crowded spaces
What helps: Clear pathways, orientation & mobility support, and strong lighting. Treatment is so essentially crucial to slow or stop progression of disease
5. Diabetic Retinopathy
What it is: Damage to retinal blood vessels from diabetes. You see:
Floaters (dark spots that move) and grow larger
Patchy or fluctuating vision
Blurry or distorted areas
Vision may change day‑to‑day
What helps: Flexible accommodations, audio tools, and predictable layouts.
Keep blood sugar between 80–150 mg/dL, and maintain an A1C below 7.0. These levels help prevent the widespread damage diabetes can cause throughout the body. Diabetes damages the body’s small blood vessels first, so the eyes, kidneys, feet, and fingers often show problems early. When blood flow weakens, nerves and tissues become painful and begin to die.
6. Achromatopsia (Total Color Blindness)
What it is: A rare condition affecting cones in the retina. You see:
The world appears in shades of gray
Extreme light sensitivity
Reduced clarity
What helps: Low‑vision sunglasses, tinted filters, wearing a hat outside and dimmed environments.
7. Corneal Diseases
What it is: Damage or irregularity of the cornea. You see:
Vision appears distorted, wavy, blurred edges or double
Glare and halos around lights
Difficulty with fine detail
What helps: Contrast, reduced glare, and alternative access to print.
Why This Matters
Understanding how people see with different eye conditions reveals why global vision loss continues to rise. There are hundreds of known eye conditions, from common refractive issues to rare disorders that slowly damage sight. The World Health Organization notes at least fifteen major conditions that affect vision, with many others harming eye health silently. More than thirty-three million people are blind from preventable causes today. Over one billion people live with treatable or preventable vision loss but lack access to essential care.
There are hundreds of recognized eye conditions globally, ranging from common refractive errors to rare genetic disorders. The World Health Organization highlights at least 15 major conditions that impact vision, but many more affect eye health without causing vision loss.
Understanding Vision in Children: What Visual Acuity Really Means
A remarkable transformation unfolded in 2000 when a blind teenage girl arrived from the Ukraine–Russia border region. Her journey would soon be defined by the inspiring story of how a Blind Teen Masters JAWS. She had lost her sight due to a brain tumor and survived medical hardship. In addition, she entered the United States without knowing a single word of English. She faced dozens of surgeries to remove the tumor. She was brave, brilliant, and determined — but she faced a world that she feared. Her first English words to me were: “I want to die cause blind can’t do anything!”
I was determined to change that idea.
A Different Way of Life
When she first sat down at the computer, the only screen reader available to her was English JAWS. To bridge the gap, I sought out someone who became friend in Russian to get Jaws scripts for Russian JAWS. This allowed her to switch seamlessly between Russian and English. This simple act opened a doorway. She could hear her native language, type in English, and move back and forth between the two as she learned. Within 3 months she was interpreting the language for her family. She could speak smoothly and understandably to her peers and teachers. The next crucial skill skill was connecting her to friends in Ukraine via email. THAT was the secret. The journey was possible because this blind teen truly mastered JAWS and pushed through the barriers.
And she learned fast. Within that 3 months, she told me: I do not want to die anymore because the technology has changed everything for me and shows me my future. I can do what I want and need.
Every day she practiced navigating the keyboard, reading with JAWS, writing, and communicating. She used the bilingual setup to teach herself English while mastering the technology that would give her independence. Her confidence grew with every keystroke.
Three months later, the young teen who once arrived frightened and silent was now speaking fluent English. She was using JAWS like she had been doing it for years. In the video below, she demonstrates her skills entirely in English: reading email, writing messages, attaching files, and navigating her computer with flawless precision. Her success is a striking example of what happens when a blind teen sets out to master JAWS. She is breaking new ground for herself and others.
Her journey is a powerful reminder that access changes everything. When students receive the right tools, the right training, and unwavering belief, they rise. They thrive. They discover who they were always meant to be.
Best Computer PC Specs buying Guide for 2025 and beyond: RAM, CPU, SSD, graphics card, gaming and more explained
If you’re planning to buy a computer now, pause before diving into the best PC specs. Keep in mind that dealers often clear out older models during holiday sales. To make sure you know exactly what you’re getting, skip down to the section on ‘Older and Newer Naming’ of laptops.
Specs You Need and PC Details Explained
Memory (RAM): 64 GB DDR5 (4800–5600 MHz, dual channel, expandable to 128 GB on some models). Continue for more detailed advice, for Best Computer Specs Guide.
Storage (SSD): 2 TB PCIe Gen 4 NVMe SSD (blazing fast read/write speeds, optional dual SSDs up to 4–8 TB total)
Display: 14‑inch UHD (3840 × 2160) Mini‑LED, 120 Hz refresh rate, HDR support or 14- 16‑inch OLED, 240 Hz for gaming/creative workloads
Reduce Eye Strain with a High Resolution Curved Screen
Ultra HD / 4K: 3840 × 2160 pixels
8K UHD: 7680 × 4320 pixels
Highest Resolutions Available (2025)
8K UHD (7680 × 4320):
Currently the highest mainstream resolution for TVs and monitors.
It is Extremely sharp, but requires powerful GPUs and large screens to notice the difference.
Best Curved Monitors (2025)
Brand
Best Model
Size / Resolution
Use Case
Key Strengths
Samsung
Odyssey OLED G9
49″ Dual QHD (5120×1440)
Gaming / Immersion
240 Hz refresh, deep 1000R curve, HDR OLED
Dell / Alienware
Alienware AW3425DW
34″ QD‑OLED (3440×1440)
Gaming / Esports
Fast response, vivid colors, G‑Sync Ultimate
Dell UltraSharp
U4025QW
40″ 5K2K (5120×2160)
Productivity / Multitasking
Huge workspace, USB‑C hub, color accuracy
LG
UltraGear 45GR75DC
45″ WQHD (3440×1440)
Gaming / Creative
OLED panel, 240 Hz, immersive ultrawide
HP
E45c G5
45″ Dual QHD (5120×1440)
Productivity / Office
Replaces dual monitors, ergonomic design
Gigabyte
G27FC
27″ Full HD (1920×1080)
Budget Gaming / Entry Level
Affordable, decent curve, FreeSync support
Quick Recommendations
For Gaming Immersion: Samsung Odyssey OLED G9 or Alienware AW3425DW.
For Productivity/Work: Dell UltraSharp U4025QW or HP E45c G5.
For Budget Buyers: Gigabyte G27FC.
For Hybrid Use (Gaming + Creative): LG UltraGear 45GR75DC.
Other items you need for laptop and more USBs for a desktop
Ports & Connectivity:
2 × Thunderbolt 4 / USB‑C
3 × USB‑A 3.2
HDMI 2.1
Ethernet RJ‑45
Wi‑Fi 7 + Bluetooth 5.4
Keyboard: QWERTY keyboard, with Applications/Menu key
Around 4 pounds ≈ 1.81 kilograms.
How to Find Your Computer Specs (Windows 11, December 2025)
1: Using System Settings
Press Windows key + E to open File Explorer.
Press Shift + Tab to move focus to the Navigation Pane.
Arrow down to This PC (usually near the bottom).
Right‑click on This PC and choose Properties (or press Enter).
A window will open showing basic system information, including:
Device name
Processor (CPU)
Installed RAM
System type (32‑bit or 64‑bit)
Windows edition and version
2: Using Settings → About
Press Windows key + I to open Settings.
Navigate to System.
Scroll down and select About.
Under Device specifications, you’ll see:
Processor (CPU)
Installed RAM
Device ID
Product ID
System type
Under Windows specifications, you’ll see:
Edition (e.g., Windows 11 Pro)
Version and build number
3: Advanced Specs (Optional)
For deeper details like graphics card, storage, and drivers:
Press Windows key + R, type dxdiag, and press Enter.
This opens the DirectX Diagnostic Tool, showing CPU, RAM, GPU, and driver versions.
Summary
Basic specs (CPU, RAM, Windows version) → System → About or This PC → Properties.
Detailed specs (graphics card, drivers) → dxdiag.
These steps work with keyboard navigation and are accessible for screen reader users.
Find information in MSINFO32
MSINFO32 is the command that opens the System Information utility in Windows.
It provides a comprehensive overview of your computer’s hardware, software, and system components.
Unlike the simple “About” page, MSINFO32 gives deep technical details useful for troubleshooting, upgrades, or support.
How to Open MSINFO32
Press Windows key + R to open the Run dialog.
Type msinfo32 and press Enter.
The System Information window will appear.
What You’ll See in MSINFO32
System Summary (default view):
OS name and version
System manufacturer and model
Processor type and speed
Installed RAM
BIOS version/date
Boot mode (UEFI or Legacy)
Hardware Resources:
IRQs, DMA, I/O ports, memory addresses
Useful for diagnosing hardware conflicts
Components:
Display (graphics card details)
Storage (drives, controllers)
Network (adapters, protocols)
Input devices
Software Environment:
Loaded drivers
Running tasks
Services
Environment variables
Why It’s Useful
Troubleshooting: Quickly check BIOS version, drivers, and hardware conflicts.
Upgrades: Confirm RAM slots, CPU type, and expansion options.
Support: Export system info to share with IT or tech support.
Memory Details
These values describe how your computer uses RAM (physical memory) and virtual memory:
Installed Physical Memory (RAM): 64.0 GB The total amount of RAM physically installed in your system.
Total Physical Memory: 63.8 GB The usable portion of your installed RAM. A small amount is reserved for system hardware.
Available Physical Memory: 56.2 GB The amount of RAM currently free and available for use by applications and the system.
Total Virtual Memory: 67.8 GB This includes physical RAM plus page file space. Virtual memory allows your system to use disk space as extra memory when RAM is full.
Available Virtual Memory: 58.9 GB The portion of virtual memory that’s currently unused and available.
Page File Space: 4.00 GB The size of the page file (a reserved portion of your hard drive used as virtual memory).
Go to Programs and features and make sure you have all your security and power to run programs so do a find command for “run” and look for your .nets.
What .NET Does for a Computer—let’s just say it IS REALLY IMPORTANT
Runs Applications:it is software framework/platform .NET provides the Common Language Runtime (CLR), which acts like a virtual machine. It takes code written in languages like C#, F#, or VB.NET and makes sure it runs correctly on your computer.
Manages Resources: The CLR handles memory management, security, thread management, and error handling. This means programs don’t have to reinvent these functions — they rely on .NET to do it safely.
Provides Libraries: The Framework Class Library (FCL) is a huge collection of pre‑built code for everyday tasks:
Reading/writing files
Connecting to databases
Networking and internet communication
User interface controls
Math, cryptography, and more
Supports Multiple Languages: Developers can write programs in C#, F#, VB.NET, and others. .NET makes them interoperable, so code written in one language can work with another.
Cross‑Platform Evolution:
Go get those important computer items at: Ninite.com
Beat Graphics card for computers using screen readers or other access technologies: NVIDIA
GRAPHICs card RUN that screen reader–get a good one GAMING computers will get you the specs you need for a screen reader or just regular use
NVIDIA RTX cards dominate the high‑end market with unmatched ray tracing, AI features (DLSS, CUDA, Omniverse), and raw compute power.–the BEST for screen readers and older students–middle school up
AMD Radeon RX cards offer better value for money, strong rasterization performance, and more efficient power use, especially at 1440p and 4K gaming.
The applications key– is KEY of importance-the funny looking horseshoe on a gaming computer or square with lines in it on general computers–it is a right click of a mouse or 1 press of a key.
Basic specifications for a laptop: gaming computer will have the speed and video card needed for performance
Processor (CPU): some use the words i5, i7, i9 but the new words are Ultra 5,7 or 9 on machines–i9 is compared to ultra 9 and so on like this
Intel Naming Shift
Older naming convention (up to 13th Gen): so if you have this then know it is an older model and during holidays, this is what companies are selling cheaply to get rid of–so just be aware–
Intel Core i3, i5, i7, i9
Example: Intel Core i7‑12700H
New naming convention (14th Gen and newer):
Intel Core Ultra 5, Ultra 7, Ultra 9
Example: Intel Core Ultra 9 185H
The “Ultra” branding emphasizes AI acceleration and new architecture (Meteor Lake, Lunar Lake).
How They Compare
Core i5 → Core Ultra 5
Core i7 → Core Ultra 7
Core i9 → Core Ultra 9
Intel Core Ultra 9 285HX (24 cores, up to 5.5 GHz turbo) or AMD Ryzen 9 7945HX (16 cores, up to 5.4 GHz turbo)
Memory (RAM): 64 GB DDR5 (4800–5600 MHz, dual channel, expandable to 128 GB on some models)
Storage (SSD): 1 TB PCIe Gen 4 NVMe SSD (with option for dual SSDs up to 4 TB total)
Display: 17.3‑inch UHD (3840 × 2160) Mini‑LED, 120 Hz refresh rate, HDR support or 16‑inch OLED, 240 Hz for gaming/creative work
Favorite computers for running software such as JAWS, NVDA and other blind ware–You must have HIGH RAM and speed
Top Favorite: ASUS
ASUS Laptop Weights–based on student–
ZenBook Series (ultralight)
New ZenBook A14: as low as 2.18 lbs (0.99 kg)
VivoBook Series (mid‑range everyday use series)
ROG Gaming Series (heavy duty)
Zephyrus G14: ~3.53 lbs (1.6 kg)
Strix G15: ~5.07 lbs (2.3 kg)
Pic of ASUS-ROG-heavier with numpad
Surface Pro-top Favorite
Microsoft Surface Pro Weights–lightest and most powerful of laptops
Surface Pro 3–7: ~1.7 lbs (0.77 kg)
Surface Pro 8–10: ~1.94–1.96 lbs (0.88–0.89 kg)
Surface Pro 11 (latest): ~1.96 lbs (0.89 kg)
Surface Pro X (ARM model): ~1.7 lbs (0.77 kg)
comparing true laptop form factors, ASUS ultrabooks and Surface Laptop models are closer in weight, while Surface Pro remains the lightest option in the 2‑in‑1 category.
Different versions and do not suggest this collapsible one for students, that flips up–just too easy to flip down
Get Surface Pro with a true laptop lid that opens easily
HP computers
Be careful as most do not come with applications key any more–yes you can use Insert F10 but … takes 2 keys to implement a keystroked of right click
HP EliteBook 645 G10 includes a dedicated Applications/Menu key on its keyboard layout.
Build your computer: EliteBook 645 G10 is a lightweight, secure, and efficient business laptop with AMD Ryzen 7000 series power
Processor Options:
AMD Ryzen 5 7530U: 6 cores / 12 threads, up to 4.5 GHz-elementary and middle school
AMD Ryzen 7 7730U: 8 cores / 16 threads, up to 4.5 GHz-high school
These are efficient 7nm chips with solid multitasking and productivity performance.
Graphics:
Integrated AMD Radeon RX Vega 6 GPU
Suitable for office work, media playback, and light graphics tasks
Not designed for gaming or heavy 3D rendering.–but that is fine as that is not why you buy it
Memory:
Configurable up to 64 GB DDR4 RAM
Dual SO-DIMM slots, user-upgradable.
Storage:
PCIe SSD options, typically up to 1 TB
HP HP EliteBook 870 G11 (17‑inch) -4.1 lbs–keep in mind you want a laptop carry case for laptops
High‑Performance PC Laptop Models
HP ZBook Fury 16 G11 – workstation powerhouse for engineering, CAD, and 3D rendering
MSI Raider 18 HX AI – top‑tier gaming laptop with desktop‑class GPU
ASUS ROG Strix G18 / Zephyrus G16 – high‑end gaming and creator laptops
Do NOT overdo bump dots on keyboard to find position for touch typing-then student start counting dots to get to keys–create muscle memory which means you want to have them repeat typing skills–explanation below dot placements.
Place bump dots on keys: 5 and 0 on num row above qwerty keys-backspace is already large
Place dots on F4, F12–if all the keys run together then either F8 or F9. My F keys are broken up in panels from F1 to F4 and F5 to F8 and F9 to F12 so I do not need any bump dots–a gaming keyboard is divided up for speed of access so no bump dots needed
Many computers share the arrow keys with home, end pg up and pg down–only put a bump dot on up arrow to quickly move hand to the right while left hand holds down the FN key and right hand to do the pg up and so forth
Remember, the keyboard already has built in bump dots on f and j so do not place any more bump dots on keys
Dell is not my top choice of a computer but is a fine machine with specs you can get with:
Processors: Intel Core Ultra 7/9 or AMD Ryzen 9 HX — powerful x86 chips for heavy workloads.
Serviceability: Easier to upgrade storage, RAM, and wireless adapters
Memory: Configurable up to 64–128 GB DDR5 RAM, far beyond Surface’s 16–32 GB.
Storage: Options up to 2–8 TB PCIe NVMe SSDs.
Graphics: Dedicated NVIDIA RTX GPUs (e.g., RTX 5090 or workstation Ada cards).
Displays: Larger 16–18″ screens, often 2.5K or 4K OLED, high refresh rates.
Weight: Heavier (≈4 lbs / 1.8 kg), but more versatile for gaming, AI, or workstation tasks.
What I Use on a Daily Basis-I work very long hours
So I do have a Ultra HD / 4K: 3840 × 2160 pixels and it has changed my life with no more headaches from long hours at my screen and always have night light on-if you do not know about this feature, press your windows key and type night and night light will generate–decrease the brightness to more muted colors and it takes out more blue light which reduces eye strain. But the 4k does that by itself, then the night light takes away brightness–I am very light sensitive so light in general causes my eyes pain which gives headaches (I no longer have that issue with the 4k.). I use my screen reader often–hence the needed power in general.
My PC Computer Specs Explained
CLX computers are made by CLX Gaming, which is a division of Cybertron International Inc., a long‑standing U.S. system integrator based in Wichita, Kansas and an incredible company to work with for any product they sell.
About CLX
Founded: January 29, 2016, as a brand under Cybertron International.
Focus: Custom gaming PCs, workstations, and desktops tailored for gamers, content creators, and professionals.
Specialty:
Fully customizable builds (CPU, GPU, RAM, cooling, case design).
Award‑winning custom paint and chassis designs.
Product families named after Egyptian mythology (Ra, Set, Scarab, Horus, Osiris, Anubis).
Support: Free lifetime technical support, up to 3 years parts warranty, and lifetime labor coverage.
Why CLX Stands Out and why I picked it–I could build exactly what I wanted and needed and their service support is exceptional in the industry as if or when you call, you get a person who knows anything you ask.
Customization: You can configure nearly every component, from Intel/AMD CPUs to NVIDIA/AMD GPUs.
Performance: Builds range from mid‑tier gaming rigs to extreme workstations with 64–128 GB RAM and multi‑GPU setups.
Design: Known for bold, artistic case designs and RGB lighting.
Reliability: As part of Cybertron International (established in 1997), CLX benefits from decades of PC integration experience.
Takeaway
CLX computers are custom‑built in the USA by CLX Gaming (Cybertron International), offering high‑performance, highly customizable systems for gamers and professionals who want both power and personalization.
The CLX is the Best machine I have every owned and then I go portable with my Surface Pro which is also exceptional for power and portability
This session shows how users can start auto-read on the Focus Braille display with JAWS, adjust reading speed, and activate a full-read mode with ER + Space, even though many believed this feature did not exist. This video demonstrates the feature in action and explains how it works along with other useful commands. These commands allow you to fully control your computer exclusively using the Focus 40 or 80 Braille display-See video below
Use the modifier keys to simulate key combinations (keystrokes) that include CTRL, ALT, WINDOWS Key, SHIFT, or the JAWS Key (INSERT). To use these modifiers for the Focus Braille Display when typing a keystroke, do the following:
Hold down DOT 8 CHORD and then press the corresponding modifier keys in the keystroke. Modifier keystrokes are listed in the following table.
After you create the modifier portion of the keystroke, release the keys and press the remaining part of the keystroke. For example, to perform the keystroke CTRL+SHIFT+V, you press DOTS 3-7-8 CHORD, release the keys, and then press V (DOTS 1-2-3-6).
Focus Display combo Commands
Modifier Keys
Key Name
Keystroke
Function Keys (F1 through F12) For more information, see the Function Keys description.
DOT 1
INSERT
DOT 2 8 space
CTRL
DOT 3 8 space
WINDOWS Key
DOT 4 8 space
JAWS Key
DOT 5 8 space
ALT
DOT 6 8 space
SHIFT
DOT 7 8 space
APPLICATION Key
RIGHT SHIFT+DOT 2 CHORD
TAB
DOTS 4-5 CHORD
SHIFT+TAB
B CHORD
HOME
K CHORD
END
DOTS 4-6 CHORD
Select Prior Line
DOTS 1-7 CHORD
Select Next Line
DOTS 4-7 CHORD
Select to End of Line
DOTS 4-6-7 CHORD or 4,7, space
ESC
RIGHT SHIFT+DOT 1 or Z CHORD
DELETE
FOR CHORD
Select word
5,7, space
Selection Commands
Description
Braille Sign
Braille Dot Patterns
Select Next Character
LEFT SHIFT+DOT 6
LEFT SHIFT+DOT 6
Select Prior Character
LEFT SHIFT+DOT 3
LEFT SHIFT+DOT 3
Select Next Line
LEFT SHIFT+DOT 4
LEFT SHIFT+DOT 4
Select Prior Line
LEFT SHIFT+DOT 1
LEFT SHIFT+DOT 1
Select to End of Line
LEFT SHIFT+DOT 5
LEFT SHIFT+DOT 5
Select from Start of Line
LEFT SHIFT+DOT 2
LEFT SHIFT+DOT 2
Select from Top
LEFT SHIFT+L
LEFT SHIFT+DOTS 1-2-3
Select to Bottom
LEFT SHIFT+DOTS 4-5-6
LEFT SHIFT+DOTS 4-5-6
Select Next Screen
LEFT SHIFT+DOTS 4-6
LEFT SHIFT+DOTS 4-6
Select Prior Screen
LEFT SHIFT+K
LEFT SHIFT+DOTS 1-3
Select All
LEFT SHIFT+FOR Sign
LEFT SHIFT+DOTS 1-2-3-4-5-6
Select a Frame
RIGHT SHIFT+9
RIGHT SHIFT+DOTS 3-5
Select a Heading
RIGHT SHIFT+6
RIGHT SHIFT+DOTS 2-3-5
Select a Link
RIGHT SHIFT+7
RIGHT SHIFT+DOTS 2-3-5-6
Windows Commands
Description
Braille Sign
DOTS Pattern
ALT+TAB
LEFT SHIFT+DOTS 4-5
LEFT SHIFT+DOTS 4-5
Paste from Clipboard
LEFT SHIFT+V
LEFT SHIFT+DOTS 1-2-3-6
Copy to Clipboard
LEFT SHIFT+C
LEFT SHIFT+DOTS 1-4
Cut to Clipboard
LEFT SHIFT+X
LEFT SHIFT+DOTS 1-3-4-6
Undo
LEFT SHIFT+Z
LEFT SHIFT+DOTS 1-3-5-6
Delete
LEFT SHIFT+D
LEFT SHIFT+DOTS 1-4-5
Table of Multi-Control Functions
Function
Command
Toggle Auto Advance Mode or auto read
LEFT SELECT+RIGHT SELECT to start and stop down arrow – er+space is read all – if you want to auto read and hear words then down arrow and speed up as you want
Decrease Auto Advance Speed
LEFT SELECT
Increase Auto Advance Speed
RIGHT SELECT
Left Mouse Click
PANNING BUTTON+CURSOR ROUTING BUTTON or PANNING ROCKER UP+CURSOR ROUTING BUTTON or PANNING ROCKER DOWN+CURSOR ROUTING BUTTON
Control+Left Mouse Click
ROUTING BUTTON CHORD
Page Down
LEFT or RIGHT SELECT+ROCKER DOWN
Page Up
LEFT or RIGHT SELECT+ROCKER UP
Top of File
LEFT PANNING BUTTON+SELECT BUTTON or SELECT BUTTON+PANNING ROCKER UP
Bottom of File
RIGHT PANNING BUTTON+SELECT BUTTON or SELECT BUTTON+PANNING ROCKER DOWN
End
PANNING BUTTON+ROCKER BAR DOWN
Home
PANNING BUTTON+ROCKER BAR UP
Next Line
ROCKER BAR DOWN
Prior Line
ROCKER BAR UP
Pan Left
LEFT PANNING BUTTON or LEFT PANNING ROCKER UP
Pan Right
RIGHT PANNING BUTTON or RIGHT PANNING ROCKER UP
Select Text
RIGHT SELECT BUTTON+CURSOR ROUTING BUTTON
Select Block
SELECT BUTTON+CURSOR ROUTING BUTTON at beginning of block; repeat at end of block
Examples to show you how it all goes together:
restart jaws 2,8,space space, 1,8,space d
Windows search box with– right shift, 4
alt tab is 6,8, space then 4,5 space—or right shift 4 5
F6, space/1-8 f
Ctrl tab – 3 8 space the tab with 4,5 space
alt f4 – 1 6 8 space then d
read all, space/1-2-4-5-6, ER cord
say title of window – right shift/dots 1-2
Say time– right shift/dots1-2-3
read all — er chord
refresh screen -right shift z
in drive get contractions off and cursor off
Then –insert z cursor off-2,8,space then z
Or do slash for search—contractions off with g,7,space then dots 3,4
hush up jaws—3,8, space
HOME- K CHORD
END-DOTS 4-6 CHORD
PAGE UP-LEFT SHIFT+ROCKER BAR UP or RIGHT SHIFT+ROCKER BAR UP or DOTS 2-3-7 CHORD
PAGE DOWN-LEFT SHIFT+ROCKER BAR DOWN or RIGHT SHIFT+ROCKER BAR DOWN or DOTS 5-6-7 CHORD
DELETE–FOR CHORD as in 1,2,3,4,5,6 and space –the word chord is the language I grew up with, they made it space a couple decades ago as new people did not get term “chord”
Commands to get you going on Understanding more skills
esc is right shift dot 1
alt right shift dot 2 is
right click right shift dot 3
Windows search box with right shift+4
right shift dot 5 is window list
left shift 1 – select line
left shift 3 – select character
dot 6 8 space then d to URL
3 8 space that opens new tab
dot 3 8 space the tab with 4,5 space
alt tab is 6,8, space then 4,5 space
PC cursor is p space
taskbar is 4,8,6 then t
alt f4 – right shift dot then 1 6 8 space then d for do
F6, space/1-8 then f
read all, space/1-2-4-5-6, ER cord
Went over, say title of window using the Focus, right shift/dots 1-2
Space 4 8 to desktop
Say time with the Focus, right shift/dots1-2-3
say time with right shift 1 2 3
right shift z refresh screen
er chord is read all
8 4 space then t to taskbar
8 4 space then d to desktop
title with space/8-5 followed by T, but the shift/1-2 is just so much nicer.
Calibre’s Windows download page offers a powerful, free tool for managing digital books across platforms, making it an excellent choice for tasks like using Calibre-translate EPUB to DOCX format. Whether you need to translate epub files to docs or other formats, Calibre is compatible with Windows 10 (version 1809 and above) and is a one-stop solution for digital management, of e-book conversion, library organization, and device syncing. Key features include:
Multi-format support: Convert between EPUB, MOBI, PDF, and more, including Calibre-translate EPUB to DOCX
Device syncing: Seamlessly transfers books to Braille displays and screen reader-compatible devices
Customizable interface: Works well with JAWS, NVDA, and other assistive technologies, ensuring easy use when you translate EPUB to docs using Calibre
Legacy support: Older versions available for Windows 7, 8, and early Windows 10 builds
Whether you’re a blind reader using a Braille display or an educator curating accessible content, Calibre empowers users to take control of their digital libraries with clarity and ease. It especially excels in tasks like Calibre-translate EPUB to DOCX. Please remember to contribute to their great efforts in making life easier, especially with tools like Calibre-translate EPUB to DOCX
Dr. Robinson demonstrates Tech Tricks on How to Properly Format a Paper. Such as how to correct formatting issues in a document, emphasizing the importance of proper indentation, font usage, and spacing. She also explains how to rebuild a normal template, adjust page views, and input a header correctly. Lastly, she discusses the process of correcting formatting issues in a document, particularly for works cited or reference pages, and stresses the importance of following specific requirements when formatting papers.
Step by Step directions on:
Properly Format of a Paper
When your word template is not adjusting or working the way it needs to, then rebuild it.
Delete Normal Template
Windows R and type %appdata%\Microsoft\Templates and enter.
Press N for normal and hit delete and get rid of it. Alt F4 and close
Go back to WORD
Rebuild the Normal template
Alt O then P to your paragraph spacing.
Alt F to “after” spacing and you will hear 8 pt, so type 0
tab once hit S for single spacing and make sure it is selected then tab.
save as default with Alt D then Alt A to save all documents based on the normal template.
Close dialog box
Now control D to your font dialog box and you can select any font that is required by APA or MLA, but we typically use Times New Roman so type Tim
Down arrow to Times New Roman
Tab twice and make sure the font size is 12.
Set default with Alt D then Alt A for all documents based on the normal template.
Close dialog box
Your WORD Template is now ready to go for a Properly Formatted Paper
If you have already written your paper, then open it up
select it all with ctrl A then ctrl C to copy it.
Alt Tab to the new WORD document and you will paste in using this option to get rid of all formats.
Alt H to home, V to paste and T to keep text only.
Ctrl A to select all and Ctrl 1 to truly make sure it is single spaced.
If you start a New writing assignment-keep it single spaced and then when done, do the following also. We are humans and make mistakes.
Control home to make sure you are at the top of the paper.
Down arrow one line at a time and listen for any line that says blank and backspace or delete and get rid of it.
You do not want any blank lines in this document because it is now single space. If you are just typing it out, do not hit enter twice but only when you begin a new paragraph
When you hear: Works Cited or References: press control enter to make a brand-new page to stand alone. Do this for all: Works Cited or References for a new page
When you get to the bottom of your References or if you are typing it out, then when at the end
control shift up arrow to select all your citations then do a Ctrl T for hanging indent which means the first line is the longest and every line thereafter will be indented ½ inch.
How to Properly Format a Paper
To Begin a Proper Paper or to Double check it
F12 to save as and name it properly and place it in proper folder:
Ctrl Shift N makes a new folder,
type the name of the class and enter to solidify name of class.
Then enter to open folder
Alt n to file name again to make sure it is correct. Retype if it changed.
Alt S to save it.
place paper there and all other drafts.
Enter into the header first (that is the white space of the margin) with Alt V, H
Insert your page number first:
Alt N to insert NU to number (listen for top of page and enter or right arrow to open)
down arrow to Plain number 3 which places your number on the right-hand side of your header and press enter.
Now type in your last name and press space to put a space between your last number and page number and hit escape to get out of your header.
Now type a proper heading:
Type your name and enter.
Type the professors or teachers’ name and enter.
Type the subject and enter.
insert the date the professor requires for either MLA or APA with Alt N, D, then down arrow to the proper format requested and enter and it will automatically insert into paper.
Now Check Format of Paper
control home
Make proper paragraphs.
Ctrl down arrow jumps you 1 paragraph at a time so tab 1 time and hear indent 1.5 inches. That means margin is 1 inch and indent is .5 inches.
Listen carefully and feel your display as when you ctrl down arrow and you see spaces then there is already a bad indent there so delete it until it is 1 inch which you can feel on your display also, then tab and hear 1.5 inches and continue. Be incredibly careful that you do not go into the works cited page so listen carefully and stop at the end of the paper.
When done with indents, Ctrl home.
control A to select the whole document and control 2 for double space.
Down arrow to your title and control E to center your title and make sure it is in title case. Insert f3 takes you through case formats so you do not need to retype.
Now control home once again and press F7 for the editor .
Your screen reader will tell you what percentage score you have, and you want to get it to 100 percent.
Tab once and make sure it says formal writing. You have three options under here, but formal writing is the default:
Tab to corrections and you hear spelling then down arrow to grammar and make sure those are down to zero when you are done.
Tab to refinements then down arrow through clarity, conciseness, formality, inclusiveness, punctuation conventions, resume, sensitivity geopolitical references and vocabulary.
Keep in mind if it starts selecting proper nouns you can always tab to ignore as you are going through your options.
When you lose focus of the editor or escape to jump back into paper to add or change paper details, just F7 to resume editor.
Tab To the next option of similarity and check for similarity to online sources (this is what your professor or teacher does to make sure you did not plagiarize. Make corrections as needed so you are not plagiarizing.
Tab to insights where document stats will be and enter.
This dialog box tells you what level you are writing at so if you need to write at a college level make sure you are writing at your grade level or above.
As you make all the corrections that the editor suggests it will immediately improve your scores.
If you check your paper and you accept improper formats or spelling, then do the following to tell the editor to recheck your paper.
Alt F to file and T to tools then P to proofreading:
First, Alt w to writing style and make sure you have the grammar and refinements option selected.
alt K to recheck your paper and enter to close, then F7 to recheck your paper again.
Continue Learning on how to Properly Format a Paper with:
Low-vision users enhance visibility and accessibility using tech tricks for screen scaling, mouse visibility, and reading tools. Immersive Reader in Microsoft Word, accessible from the View tab, adjusts text spacing, column width, and background color. UsersThese Low Vision Computer Tricks improve readability by customizing these settings to suit their visual needs efficiently. In Microsoft Edge, Immersive Reader activates on supported pages to simplify reading and navigation. These tools combine to provide low-vision users with a personalized, accessible digital experience.
Dr. Robinson teaches strategies to enhance accessibility using low-visionLow toolsVision Computer Tricks in Microsoft Word, Edge, and system settings. First, she demonstrates how to adjust display settings for optimized visibility using the Windows key. By typing “display,” users can access scaling options, which enlarge screen content for better readability. Additionally, increasing mouse pointer size and inverting its color improves navigation while reducing eye strain.
Next, in Microsoft Word, Dr. Robinson highlights Immersive Reader, available in the View tab, to enhance readability and adjust text settings. For instance, users can change font styles and sizes with Ctrl+A and Ctrl+Shift+> or Ctrl+Shift+< for better clarity. These Low Vision Computer Tricks include changing font styles and sizes with Ctrl+A and Ctrl+Shift+> or Ctrl+Shift+< for better clarity. Furthermore, the Line Focus feature reduces clutter by focusing on one or a few lines, aiding users with dyslexia. Moreover, Read Aloud, activated with Alt+Ctrl+Space, provides text-to-speech support with adjustable speed and voice options.
In Edge, pressing F9 activates Immersive Reader, which simplifies web pages by removing clutter for a cleaner reading experience. Users can also customize text preferences or enable Read Aloud for auditory assistance. These Low Vision Computer Tricks also include customizing text preferences or enabling Read Aloud for auditory assistance. Notably, Dr. Robinson recommends Edge for its built-in accessibility commands, though Chrome and Firefox offer similar tools.
Immersive reader for low vision
Finally, she emphasizes using Night Light mode to reduce blue light exposure and protect long-term eye health. These tools, combined with her strategies, empower low-vision users to navigate technology effectively.
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!
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.
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
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.
Optimizing Windows 11 Efficiency for Screen Reader with Key Settings and Configurations takes an hour most often 2 or so to complete. Longer if you are new to screen reader and how Windows 11 works. It is different than other OS systems so give yourself grace as you learn all there is to know about this system. As you move through your keyboard and discover you would like a particular key somewhere, like the applications key, you can remap a key to create that yourself. AND, you MUST have Local Admin on School Computers.
How to setup Computer for Optimizing Windows 11 Efficiency
Change Taskbar Settings
Update Computer every day
Go to task manager and disable anything you do not need at start up
Go to Power Options and change from Sleep to Shut Down when you press Shut down button
take off sleep options in general unless you are advanced user
Keep in mind that your screen reader cannot reset or the RAM clear if you computer is in sleep mode or hibernate mode
Turn off Touch pad- if you do not your palm will touch the mouse pad and auto activate items or move your cursor on your computer. This equals huge frustration to a screen reader user.
Windows T and clear that taskbar–this is million dollar real-estate to access programs fast
Setup WORD
Go to control panel and setup Sound card options
Windows and adjust other sound options using sndvol.exe
Setup Gmail and Drive and learn new commands
Setup Outlook
Taskbar setting for Windows 11 setup
Efficiency for Screen Readers and other Setup Skills
Proper Set up Windows 11 to work with screen readers and braille displays is crucial for visually impaired users. This configuration ensures smooth interaction with the system, giving users full access to information and applications such as Gmail for optimizing access..
1. Accessibility and Independence
Configuring Windows 11 for screen readers like JAWS, NVDA, or Narrator, and integrating braille displays, provides full independence. Without proper setup, tasks such as reading documents, browsing, or using software become challenging. A well-configured system ensures all functions are accessible.
2. Productivity and Efficiency
Screen readers and braille displays let users interact quickly with the system. Setting up Windows 11 for compatibility speeds up responses to commands. It also ensures smoother transitions between applications, making multitasking more efficient. Proper configuration prevents lag or software conflicts, which increases productivity in school and work settings.
3. Customization for Personalized Needs
Each user has different needs. Windows 11 allows users to customize screen reader settings (e.g., speech rate, verbosity, and key commands) and braille displays (e.g., output type and formatting). These adjustments create a personalized experience, improving comfort and reducing frustration.
4. Enhanced Braille Support
Windows 11 offers enhanced braille support when paired with leading screen readers. Proper setup lets users access seamless braille input and output for text and math. It also allows advanced navigation of documents. Correct braille display configuration ensures accurate reading and editing of both simple text and more complex content.
5. Compatibility with Updates
As Windows 11 updates, keeping screen readers and braille displays integrated is essential. A well-maintained setup ensures new features or security updates don’t disrupt accessibility tools. This is vital for maintaining ongoing access such as the new Google Commands for navigation.
Key Setup Steps for Optimizing Windows 11 for Accessibility:
Ensure Compatibility: Install the latest versions of screen readers and braille display drivers compatible with Windows 11.
Enable and Configure Narrator: Windows 11 includes Narrator, which can be set up for basic tasks if needed.
Customize Keyboard Shortcuts: Set up shortcuts for easier navigation and quicker interaction.
Adjust Accessibility Settings: Go to “Accessibility” in the Settings app to adjust visual and audio cues like contrast and text size.
Test with Braille Displays: Pair and calibrate braille displays for reading and input in UEB or Nemeth, depending on preferences.
With proper set up, Windows 11 for screen readers and braille displays furthers accessibility. This setup enhances independence, productivity, and ease of use in the digital world.
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.
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.
Dr. Robinson starts by showing how to set up JAWS with windows 11. She explains how to find and use the JAWS context menu by pinning it to the taskbar. To access it, use Windows + T and the right arrow key. She also advises switching JAWS to laptop mode, even if you’re on a desktop, to use both desktop and laptop commands. This makes JAWS more flexible.
Next, Dr. Robinson talks about setting up voice profiles. She recommends creating different profiles for different tasks, like using a slower speed for reading and a faster speed for navigating. This helps make the screen reader more effective.
The video also explains how to set up a Braille display. Dr. Robinson guides you on choosing and configuring the right Braille display. She also mentions the early adopter program, where you can enable MathCAT for advanced math work, ensuring it works well with JAWS in Microsoft Word.
Adjusting Microsoft Word and Email Settings
Dr. Robinson then moves on to Microsoft Word settings. She explains how to adjust autocorrect features to prevent automatic changes that might confuse the screen reader, especially in math. By disabling certain autocorrect options, you can make sure the screen reader reads everything accurately.
Finally, Dr. Robinson shows how to set up Gmail with keyboard shortcuts and integrate it with Outlook. She gives clear steps on enabling IMAP and adjusting security settings. This setup allows you to manage your email smoothly using screen readers.
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 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.
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
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.
Desmos, JAWS, and Embossing: Enhancing STEM Learning for Visually Impaired Students
Access graphing and digital tools with screen readers for Science, Technology, Engineering, and Mathematics. These tools provide graphing access, enabling students with blindness or low vision to excel in STEM fields. For instance, they can utilize graphing capabilities on the computer by employing DESMOS graphing calculator and other Desmos solutions, just as peers. Moreover, Blind students can access STEM. They can emboss graphs, feeling content in real time. By using screen readers like JAWS or NVDA, braille displays and embossers, they can emboss out a graph to “see” what it feels like to finish STEM work quickly and efficiently.
Access to STEM begins with a PC equipped with screen readers like JAWS and refreshable braille displays. With these tools, you can explore integrated accessibility features and learn to configure JAWS and Fusion on the Desmos Accessibility page. Additionally, audio features, provided by Desmos, give spoken graph summaries, audible readings of points, coordinates, and more. Therefore, Desmos with JAWS and Embossing Techniques enables blind students to access STEM anytime.
Furthermore, TechVision site offers more STEM options, expanding information for other lessons on Desmos, graphing and math in full details including AI programs to enable students to complete math to the most advanced levels using Mathkicker.AI to compete with sighted peers at any level.
To optimize your Gmail experience with JAWS, it’s important to first set up keyboard shortcuts in Gmail’s settings. This initial step ensures that you can navigate and perform actions quickly using JAWS. If you notice your computer is not working well, then we highly suggest optimizing it for Windows with screen readers. Here is a parent setting it up with a trainer if you would like more direction.
Start by opening Gmail in your web browser. Once inside, press the letter “G” followed by “S” to go directly to the settings. Next, use the “Tab” key to navigate through the settings menu until you reach the “See all settings” option. Press “Enter” to access the full settings menu.
In the settings menu, continue pressing “Tab” until you reach the “Keyboard shortcuts” section. Here, you’ll find an option to turn on keyboard shortcuts. Press the spacebar to enable this feature. Enabling keyboard shortcuts is crucial as it allows you to execute commands more efficiently, which is particularly beneficial when using JAWS.
After turning on keyboard shortcuts, press “Tab” to navigate to the “Save Changes” button and press “Enter.” This action ensures that your settings are saved, and keyboard shortcuts are now active in Gmail.
With keyboard shortcuts enabled, you can now easily compose, send, and manage emails using JAWS. For example, press “C” to open the compose window, where you can start drafting an email. Use the “Tab” key to move between the “To,” “Subject,” and “Body” fields, and use JAWS commands to review your text as you type.
Finally, once your email is ready, press “Tab” to reach the “Send” button and press “Enter.” JAWS will confirm that your email has been sent. With keyboard shortcuts active, you can also quickly navigate through your inbox, search for emails, and perform other tasks, making your Gmail experience much more efficient.
In conclusion for most crucial item, is setting up keyboard shortcuts in Gmail which is the first essential step to using JAWS effectively. This setup ensures that you can send emails quickly and navigate Gmail seamlessly, enhancing productivity for blind and low vision users. For addition information see TechVision YouTube channel. While you advance your tech, include your Braille reading speed skills.
The Power of a Braille Hebrew Bible and Technology
Batya Sperling-Milner, a blind 12-year-old, spent months meticulously preparing for her Orthodox Bat Mitzvah ceremony. Unlike her peers, she faced significant challenges, for her Bat Mitzvah singing from a Braille Hebrew Bible, particularly with learning the musical notes for her Torah portion. Traditionally, visually impaired individuals memorize the notes through recordings or verbal instructions. However, this method proved especially difficult and inefficient for Batya.
A Computer Genius
Last year, a computer genius who is related to Batya, disturbed by the absence of lack of braille musical notes, developed a prototype overnight. for her to sing at her Bat Mitzvah using her Braille Hebrew Bible After a few days of refinement, Batya was able to use these notes on her electronic braille reader. This innovation allowed her to read each note alongside the corresponding letter, dramatically improving her ability to learn. Without this tool, Batya believes mastering her portion would have been nearly impossible.
Batya Singing from the Torah at Her Bat Mitzvah Using a Braille Hebrew Bible
Batya’s mother also played a crucial role in ensuring Batya could perform her Bat Mitzvah like any sighted person using her Braille Hebrew Bible. Overcoming challenges, including the requirement to see and read from the Torah, she presented a 33-page paper and an extensive executive summary to the leaders of their Washington DC synagogue, proving Batya’s capability. This accomplishment gave Batya immense pride, knowing she fulfilled the congregation’s obligation. She has always been a top Braille Reader.
Batya’s accomplishment culminated in her using the Braille Hebrew Bible during her Bat Mitzvah, where she sang and read from the Torah. This experience was deeply meaningful to her. The Braille Hebrew Bible provided her with the tools she needed to fulfill the congregation’s obligation. Ultimately, this milestone brought Batya immense pride, knowing she had successfully navigated her challenges. The combination of her determination, training, her mother’s support, and the Braille Hebrew Bible allowed Batya to fully participate in her Bat Mitzvah, a ceremony that marked a significant and empowering moment in her life.
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 set up a Spanish language profile in JAWS for a perfect JAWS Spanish language setup. This focuses on accessibility for Spanish-speaking students or students learning a 2nd language. She begins by explaining the differences in braille capitalization across regions. In European countries, dot six is used for capitals, while the U.S. and other areas use dots four and six. The braille display must output the text correctly in Word to ensure accurate reading.
Dr. Robinson guides users through the JAWS settings and starts with inserting a language profile. She uses specific keyboard commands, such as “Insert 6,” to access the JAWS settings center. She emphasizes the importance of setting the default language to Spanish (Spain International). This ensures that the braille output is in Spanish Grade 1. After adjusting the settings, she double-checks everything in Word to confirm that the changes have held.
Next, Dr. Robinson explains how to switch between languages. She advises setting up multiple language profiles. This allows quick toggling between them using commands like “Ctrl+Shift+Windows+L” or specific braille display commands. She ensures that the students can easily switch between English and Spanish, making their work seamless and efficient. See all JAWS Spanish language Setups and other lessons here.
Throughout the setup, Dr. Robinson highlights the importance of using commands to add necessary braille dots for accurate translation. Adding dot eight ensures the correct representation of certain letters and punctuation marks. She demonstrates how to practice symbols and contractions on the braille display, ensuring students are comfortable with the layout.
Dr. Robinson mentions that a practice sheet with all the necessary symbols and contractions are available on website. The website, yourtechvision.com, offers this resource to help students reinforce their learning. This resource helps students reinforce their learning and practice braille accurately. With this setup, students can work efficiently in Word using JAWS. They will perform tasks just like their peers with the help of a Focus 40 braille display. Then progress to using this in Google Classroom
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.
Strong touch typing skills create independence, speed, and confidence for blind and low vision students using screen readers, braille displays, or electronic braillers. Early instruction helps students build muscle memory, accuracy, and efficient keyboarding habits that support reading, writing, research, and future employment.
Students should:
Learn correct finger placement
Keep wrists relaxed and posture aligned
Use all fingers consistently
Focus on accuracy before speed
Practice daily using structured lessons
Websites such as TypingClub.com can support additional practice, but direct instruction and proper technique remain critical for long-term success.
Mikaela’s Story
Mikaela moved to my district in 2nd grade when I was Miss Mehlenbacher. My students always enjoyed racing to spell my last name the fastest, and Mikaela always won.
We immediately began intensive technology instruction, including touch typing and keyboarding skills. The video above shows Mikaela typing on her laptop just five months later.
Many of the photos and videos on this website were taken between 2000–2010, so image quality may appear blurry due to older camera technology.
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
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.
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.
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.
The difference between inaccessible and accessible website content when using screen readers is significant. It affects how efficiently users can navigate the web. On inaccessible websites, screen readers struggle to interpret poorly structured content. This makes it difficult for users to understand the layout or find essential information. For example, missing alt text on images or unlabeled buttons can leave blind or low vision users guessing about the content. In contrast, accessible websites provide clear navigation with properly labeled elements, such as headings, links, and buttons. This allows users to move through pages with ease. Additionally, accessible sites use ARIA (Accessible Rich Internet Applications) roles to improve interactions between the website and the screen reader. By following accessibility guidelines, developers make content more usable for everyone, including screen reader users, creating a more inclusive digital environment.
Difference between inaccessible and accessible website content is in the ease of keyboard commands
Quick Heading Navigation:
Next heading at level 1:1
Next heading at level 2:2
Next heading at level 3:3 (Continue for headings 4–6)
Link Navigation:
Next link:L
Previous link:Shift + L
List of all links:Insert + F7
Activate a link:Enter
Forms and Form Controls:
Move to next form field:F
Next combo box:C
Next edit field:E
Next button:B
Next radio button:A
Next check box:X
List of all form controls:Insert + F5
Tables:
Move to the next table:T
Next cell in a row:Ctrl + Alt + Right Arrow
Previous cell in a row:Ctrl + Alt + Left Arrow
Next cell in a column:Ctrl + Alt + Down Arrow
Previous cell in a column:Ctrl + Alt + Up Arrow
Table reading mode (on/off):Insert + Spacebar, then T
Miscellaneous:
Refresh page:Insert + Esc
List of headings:Insert + F6
List of frames:Insert + F9
List of form fields:Insert + F5
Move to the next non-link text element:N
Move to the previous non-link text element:Shift + N
Move to the next visited link:V
These commands allow the difference between inaccessible and accessible website content and allow efficient navigation and interaction with web content using JAWS. With properly coding a website, the inaccessible becomes accessible for all users.
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!
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.
When sighted parents’ setup computer for their young child, they learn the commands and how to follow through with lessons after the TechVision Team completes working with their child.
Shared Learning Experience: Learning together can be a bonding experience, making the process enjoyable and less isolating for the child. It also demonstrates to the child that their parents are invested in their education and success.
Here are some general essential keyboard commands to set up and navigate the JAWS screen reader:
Starting and Basic Navigation
Start JAWS:
Press Ctrl + Alt + J or if pinned to taskbar Windows 3 on this computer
Activate PC Cursor:
Press Numpad +.
Activate JAWS Cursor:
Press Numpad -.
Silence Current Speech Output:
Press Ctrl.
Help Sighted Parents Setup Navigating Web Pages
List Links:
Press Insert + F7.
List Headings:
Press Insert + F6.
List Form Fields:
Press Insert + F5.
Next Heading:
Press H.
Next Link:
Press Tab.
Previous Link:
Press Shift + Tab.
Reading Text
Read Next Line:
Press Down Arrow.
Read Previous Line:
Press Up Arrow.
Read Current Line:
Press Insert + Up Arrow.
Read Next Word:
Press Insert + Right Arrow.
Read Previous Word:
Press Insert + Left Arrow.
Forms and Tables
Enter Forms Mode:
Press Enter.
Exit Forms Mode:
Press Numpad +.
Navigate Table Cells:
Press Ctrl + Alt + Arrow Keys.
Sighted Parents Setup computer successfully and if your child is Visually Impaired use this setup to SEE computer better
Jordan talks about the important aspects of why blind students need to learn a computer. She discusses the benefits of computers for the blind also. She touches on necessary skills and how this will advance them in their dreams and goals in life.
Jordan on learning Computer for the blind talks about its importance along with a screen reader and display. These are crucial for blind people for several reasons:
Independence and Confidence: Mastering these technologies fosters independence, allowing children to complete tasks on their own without relying on others. This independence boosts their confidence and self-esteem3. Computers for the blind provide this type of access and more.
Equal Opportunities: Proficiency in assistive technologies ensures that blind children have equal opportunities in education and future employment. It levels the playing field, allowing them to compete with their sighted peers.
By learning to use a computer screen reader and braille display, blind children gain essential skills that support their academic, social, and personal growth, paving the way for a more inclusive and empowered future.
IXL.com offers accessible learning experiences for students with disabilities, including those who are blind or visually impaired. As an accessible learning tool, IXL.com ensures the platform is compatible with screen readers, enabling students to navigate lessons, answer questions, and receive feedback through auditory cues. IXL’s user interface allows customization of text size, color contrast, and keyboard navigation, enhancing usability for individuals with low vision. Additionally, the platform’s alignment with educational standards ensures that all learners, regardless of ability, can engage with comprehensive curriculum content, fostering inclusion and independence in the learning process.
Here are some useful JAWS keyboard shortcuts that can help you navigate IXL.com an accessible learning tool.
General Navigation
Go Back a Page: ALT + LEFT ARROW or BACKSPACE
Go Forward a Page: ALT + RIGHT ARROW
Next Link: TAB
Previous Link: SHIFT + TAB
Open Link: ENTER
List Links: INSERT + F7
List Headings: INSERT + F6
List Frames: INSERT + F9
IXL.com accessible learning tool
Forms and Fields
Enter Forms Mode: ENTER
Exit Forms Mode: NUM PAD PLUS
Next Form Field: F
Previous Form Field: SHIFT + F
List Form Fields: INSERT + F5
Next Edit Box: E
Previous Edit Box: SHIFT + E
List Edit Boxes: CTRL + INSERT + E
Tables
Next Table: T
Previous Table: SHIFT + T
List Keystrokes for Table Navigation: INSERT + SPACEBAR, followed by T, then QUESTION MARK
JAWS screen reader offers a variety of cursors that allow blind users to navigate and interact with different types of content more effectively. Each cursor has its specific role, enabling users to access information, move between elements, and interact with applications in various ways. Understanding how to use these cursors—such as the PC cursor, JAWS cursor, Virtual PC cursor, and more—can greatly enhance navigation, making it easier to explore screens, web pages, and documents. Mastering these tools provides more independence and control over the user experience, ensuring smoother and more efficient interactions with digital environments.
JAWS screen reader provides several cursors to help blind users navigate and interact with content effectively. Each cursor serves a different purpose, and knowing how to use them can improve navigation. Here’s an overview of how to use the different JAWS cursors:
All Those JAWS Cursors: Enhancing Navigation
1. PC Cursor
Purpose: This is the default cursor and follows the system focus.
How to Use: Use the keyboard to navigate the screen as a sighted user would, moving between menus, forms, or buttons. This cursor interacts directly with the application.
2. JAWS Cursor
Purpose: It simulates mouse movement and allows you to navigate the screen freely without being tied to the system focus.
How to Use: Use the number pad to move the JAWS cursor. The “5” key on the number pad reads the item under the cursor. Use this cursor to explore screen elements or access parts of the screen that may not be reachable with the PC cursor.
3. Virtual PC Cursor
Purpose: Primarily used in web browsers and documents to read content as if it were in a virtual document.
How to Use: Navigate with standard keyboard commands, such as arrow keys, or use quick navigation keys (like “H” for heading or “F” for form fields). The Virtual PC Cursor treats the content as a text-based document, allowing easy access to web and document elements.
4. Invisible Cursor
Purpose: Works similarly to the JAWS cursor but remains invisible. It’s useful when you don’t want to disturb the system focus.
How to Use: Move this cursor with the number pad keys without affecting other cursors, such as the PC cursor. This is often helpful for reading content while leaving the active focus elsewhere.
5. Touch Cursor
Purpose: Designed for touch screens, it allows for navigating and interacting with touch gestures.
How to Use: Utilize touch gestures on a touch screen to control JAWS. This is ideal for tablets or laptops with touch screens, making the experience more interactive.
6. Routing and Review Cursor
Purpose: Used for reviewing content on a braille display and routing the cursor to specific points.
How to Use: On a braille display, you can move the review cursor to read through text or route the PC cursor to a specific point by pressing routing buttons on the display.
By mastering these cursors, a JAWS user can efficiently navigate various environments, whether it’s desktop applications, web pages, or documents, enhancing both productivity and accessibility. Using proper touch-typing methods on keyboard allows great freedom and ease.
Dr. Robinson demonstrates how to navigate with the Focus 40 Braille Display, highlighting various commands and features for efficient use. She introduces the Focus 40 Braille Display, explains the importance of navigation commands, and demonstrates various navigation techniques. Additionally, she covers Focus Display Navigation Options to help users maximize their efficiency.
Focus Display Navigation Options Video Highlights
Introduction to navigation
Dr. Robinson introduces the Focus 40 Braille Display.
Explains the importance of navigation commands.
Prepares to demonstrate various navigation techniques.
Basic navigation commands
Shows how to move to the top and bottom of the display.
Uses specific key combinations for navigation:
Move to Bottom: Press dots 4-5-6 + Space.
Move to Top: Press dots 1-2-3 + Space.
Emphasizes the logic behind the commands.
Line and word navigation
Demonstrates moving one line at a time.
Uses key combinations for precise movement:
Move Down One Line: Press dot 4 + Space.
Move Up One Line: Press dot 1 + Space.
Explains how to navigate by words:
Move Forward One Word: Press dot 5 + Space.
Move Back One Word: Press dot 2 + Space.
Other Display Navigation
Focus Braille Display navigation options using router keys
Router keys and mode buttons
Highlights the use of router keys for quick cursor movement.
Introduces mode buttons for different navigation options:
Router Keys: Press the router key above the desired character.
Mode Buttons: Located on the left and right sides.
Shows how to navigate by paragraphs and sentences:
Move Forward One Paragraph: Press the right rocker switch down.
Move Back One Paragraph: Press the right rocker switch up.
Move Forward One Sentence: Press the left rocker switch down.
Move Back One Sentence: Press the left rocker switch up.
Panning and rocker switches
Explains the function of panning buttons:
Move Forward One Display Width: Press the right panning button.
Move Back One Display Width: Press the left panning button.
Demonstrates the use of rocker switches for line navigation:
Move Up One Line: Press the right rocker switch up.
Move Down One Line: Press the right rocker switch down.
Highlights the benefits for sighted individuals working with Braille learners.
Benefits of Focus Display
The Focus 40 Braille Display offers numerous benefits. Firstly, it enhances Braille literacy through intuitive navigation commands. Additionally, its versatile features support efficient reading and writing. Moreover, students can easily move through text, improving their skills. The Focus Display can be used exclusively to control the computer–that means, you DO NOT need to use the keyboard if you cannot or do not want to. This makes for VERY efficient math calculations. The device’s compatibility with various screen readers ensures accessibility. Furthermore, its portability allows seamless use in different environments. Overall, the Focus 40 empowers users, boosting their independence and confidence in learning.
Dr. Robinson explains the three toggles to Switch Focus Braille Modes quickly on your Braille display. One toggle puts you into Braille mode for all Braille tasks. Another toggle switches to computer braille which inputs direct Nemeth code for math. The third toggle is for computer in and contracted out for either Nemeth or UEB math.
Access Jaws settings to set up Focus Braille Mode Options
First, press Insert + 6 to check your settings. Type “braille m” and down arrow to “Braille mode.” You can access options one by one with arrow keys or press F6 to jump to structured then Alt+T to jump to output. Press down arrow to UEB Grade 2 then tab to input and c to computer braille first to uncheck the box that says “Show current word in computer Braille”. Shift tab back up to input and choose UEB for both input and output. You can have other options also but this is what used here.
Tab through back to For structured Braille mode, check “Active cursor follows Braille cursor” and “Braille cursor follows active cursor.” These settings help beginners, especially when working with sighted personnel learning Braille to following along visually for instructor. Always have a certified Braille instructor (TVI) to teach reading and writing Braille correctly.
Always press Alt + A to apply settings before exiting. However, if you do not like the extra information at the start of your display, shift tab back to search in settings and type status and enter. Down arrow to status and F6 and down to right (to place status on the right of display) and down to none and apply that and close. When you first turn on your Braille display, the status characters may be confusing to young learners. Additional Braille Display Lessons here.
Focus Braille Display Image with Button options
Switch Focus Braille display modes quickly on display
For advanced users, status dots help in tables and other navigation. Beginners should start with “none.” Press Alt + A to apply changes, then enter to close. The Braille display functions like a Braille writer. Keys 1 2 3 are on the left, and keys 4 5 6 are on the right with space in between the left and right side. The left pinky key is backspace, which changes to dot 7, and the right pinky is enter or dot 8 in combination with other keys.
Before you begin, remember when you are using your devices to maintain upright posture to protect your spine and neck. So, regularly cleaning the Focus 40 Braille Display and running diagnostics is crucial for maintaining its performance and longevity. Dust, dirt, and oils from your hands can accumulate on the Braille cells, potentially causing malfunctions or reducing the tactile quality of the display. By keeping the Braille cells clean, you ensure that the device remains responsive and accurate. Running diagnostics helps identify any issues early, allowing for timely repairs and preventing more significant problems down the line. This proactive maintenance not only extends the life of your device but also ensures a reliable and efficient user experience12.
Here are the steps to clean the Focus 40 Braille Display and run diagnostics:
Cleaning the Focus 40 Braille Display
Turn Off the Device: Ensure the Focus 40 Braille Display is turned off and unplugged.
Prepare Cleaning Materials: Use a soft, lint-free cloth dampened with water or isopropyl alcohol. Avoid using harsh chemicals.
Turn On the Device: Power on the Focus 40 Braille Display.
Enter Diagnostic Mode: Press and hold the Menu button while turning on the device. Continue holding the button until the device enters diagnostic mode.
Run Tests: Use the navigation keys to select and run various diagnostic tests, such as checking the Braille cells, buttons, and connectivity.
Cleaning the Focus 40 Braille Display and running diagnostics
Regular cleaning and diagnostics help maintain the performance and longevity of your Focus 40 Braille Display, ensuring it remains responsive and reliable.
Google offers several tools to make inaccessible images of work accessible through translation and text extraction. Google Translate includes an image translation feature, where users can upload an image and the tool will detect and translate the text within it into another language. Additionally, Google Drive and Google Docs use Optical Character Recognition (OCR) to convert images, like scanned PDFs, into editable text. This makes visual content, such as images with embedded text, accessible for screen readers, helping blind or low vision users engage with the content more easily. Using Google Docs as plain text can further streamline this process.
Here’s how to save a Google Doc as plain text using keyboard commands:
Open your document.
Press Alt + Shift + F to open the “File” menu. (Many times you can just use Alt+F)
Press Down Arrow to navigate to Download.
Press Right Arrow to expand the options, then press Down Arrow to select Plain Text (.txt).
Press Enter to download the document as a plain text file.
Open the .txt file, select with CTRL + A, Copy it with CTRL+C and paste into WORD with CTRL+ V
These steps will extract text then download the document with no formatting, leaving only the raw text. Then transfer it into WORD for easy reading
Google Doc as Plain Text Using Keyboard due to doc being side ways image
Many people wonder what does legally blind look like? In fact, visual acuity below 20/200 qualifies as legally blind. To actually fit the definition, the person must not be able to attain 20/200 vision even with prescription eye wear. People with legal blindness can function effectively in daily life using appropriate glasses or contact lenses.
Educational Definition for Services
Under the new criteria, if a person’s visual acuity is measured with one of the newer charts, and they cannot read any of the letters on the 20/100 line, they will qualify as legally blind, based on a visual acuity of 20/200 or less. Based on acuity Work will need to be adapted.
This vision means that a person sees at 20 feet what someone with normal vision sees at 70 feet. It is a form of visual impairment classified as mild low vision. Here’s a breakdown of what this means and its implications: Based on diagnosis, this acuity can get worse throughout the day.
1. Definition of 20/70 Vision
In a standard eye exam, the results are written as a fraction, with 20/20 being considered normal vision.
The first number (20) refers to the distance (in feet) from which a person views an object.
The second number (70) indicates the distance at which a person with normal vision can see the same object with clarity.
Thus, someone with 20/70 vision must be closer to an object (20 feet away) to see it as clearly as a person with 20/20 vision can from 70 feet.
2. Implications of 20/70 Vision
Legally Not Blind: This level of vision does not qualify as legal blindness, which is defined as 20/200 or worse with corrective lenses.
Difficulty with Certain Tasks: Individuals with 20/70 vision may struggle with tasks requiring clear distance vision, such as reading road signs, recognizing faces from a distance, or seeing objects clearly in low-light conditions.
Daily Life Adjustments: Depending on the person’s environment, they may need glasses or contact lenses to enhance their vision for specific tasks. However, vision aids may not fully restore perfect clarity.
3. Corrective Measures
Eyeglasses or Contact Lenses: Many individuals with 20/70 vision wear corrective lenses to improve visual acuity.
Low Vision Aids: Some people might benefit from magnifying devices, large-print materials, or enhanced lighting to assist with reading or other close-up tasks.
Adaptive Technology: Screen magnifiers, larger fonts on digital devices, and software that enhances visual contrast can also help improve accessibility for people with 20/70 vision.
4. Potential Causes
Refractive Errors: Conditions like myopia (nearsightedness), hyperopia (farsightedness), or astigmatism can result in 20/70 vision if not corrected.
Eye Diseases: Conditions like cataracts, macular degeneration, glaucoma, or diabetic retinopathy may cause a person’s vision to deteriorate to 20/70.
Age-Related Changes: Vision often declines naturally with age, and some individuals may experience 20/70 vision due to presbyopia or other age-related conditions.
5. Treatment and Management
Regular eye exams are essential to monitor vision changes.
Wearing prescribed corrective lenses and using adaptive aids can help individuals maintain independence and improve their quality of life.
Early detection of underlying conditions (e.g., glaucoma or cataracts) through eye exams can prevent further vision loss.
In summary, 20/70 vision reflects a moderate visual impairment. While it can pose challenges for certain activities, corrective measures and assistive technologies can significantly enhance visual functioning and quality of life.
all acuity levels compared
20/100 vision means that a person sees at 20 feet what someone with normal vision can see clearly at 100 feet. This level of visual acuity is considered moderate low vision. Here’s a detailed explanation of what 20/100 vision means and its implications:
1. Definition of 20/100 Vision
Visual Acuity Measurement: Vision is typically measured using a Snellen eye chart, and the result is expressed as a fraction. The first number (20) represents the distance at which the person is standing from the chart. The second number (100) indicates the distance at which a person with normal vision (20/20) can see the same object clearly.
Therefore, a person with 20/100 vision must be much closer to an object (20 feet away) to see it clearly, while someone with normal vision can see it clearly from 100 feet away.
2. Implications of 20/100 Vision
People with 20/100 vision are considered legally visually impaired. However, this does not meet the definition of legal blindness, which is 20/200 or worse. Even with corrective lenses, they fall under the low vision category. This means normal vision remains unattainable.
When it comes to daily tasks, they often struggle with seeing distant objects clearly. For instance, they may have trouble reading signs from far away. Recognizing faces across a room or on the street is also challenging. Watching TV or presentations requires sitting close. Driving presents challenges, as they may not clearly see signs or signals from a safe distance.
Close-up tasks can be easier for those with 20/100 vision. Reading or using a computer may not be as difficult. However, many still require magnification or adaptive tools to assist with these activities.
Driving: In many regions, individuals with 20/100 vision may not meet the vision requirements for driving. Driving may be possible with special accommodations or vision aids, but restrictions usually apply.
Work and Education: Individuals with 20/100 vision may need accommodations in the workplace or classroom, such as enlarged print materials, magnifiers, or assistive software. Special seating or devices may also be necessary to ensure they can participate fully.
Mobility: While 20/100 vision allows for some independent movement, it can still make navigating unfamiliar environments more challenging. Some individuals may benefit from mobility aids like a cane or guide dog in certain situations. Based on diagnosis, 20/100 can change to 20/200 or worse during any day at school or work based on eye fatigue.
Different levels of Vision Loss to easily compare:
20/20 visual acuity to see people clearly in distance20/200 seeing blurry people in the distance20/400 acuity seeing people extremely blurry in distance
What legally blind looks like and is:
20/200 vision is a severe level of visual impairment and is often classified as legal blindness in many regions. It means that a person with this level of vision can see at 20 feet what a person with normal vision can see clearly at 200 feet. Here’s an overview of 20/200 vision and its implications: Technology has changed everything toward independence, including AI apps that will transcribe the inaccessible to accessible for you what you cannot see
1. Definition of 20/200 Vision
In an eye exam, vision is expressed as a fraction. The first number (20) refers to the distance (in feet) from which the person views an object. The second number (200) indicates the distance at which a person with normal vision can see the same object clearly.
Therefore, someone with 20/200 vision must be much closer to an object (20 feet away) to see it with clarity, while a person with normal vision can see it clearly from 200 feet away.
2. Legal Blindness
Legally Blind: A person with 20/200 vision is considered legally blind. Legal blindness is defined as having a visual acuity of 20/200 or worse in the better eye with the best possible corrective lenses.
Low Vision Category: While legally blind, individuals with 20/200 vision may still have some functional sight. They fall under the category of low vision, meaning that although their vision is severely impaired, they can still benefit from visual aids.
3. Impact on Daily Life
Challenges with Distance Vision: Individuals with 20/200 vision have significant difficulty seeing objects, signs, or faces at a distance. Recognizing faces across a room, reading road signs while driving, or watching TV from a typical distance can be very challenging or impossible.
Mobility and Orientation: Moving through unfamiliar environments may require assistance or adaptations. People with 20/200 vision often need to use mobility aids, such as a white cane or guide dog, to navigate safely.
Reading and Close-Up Work: Although close-up vision may be better, people with 20/200 vision often require magnifiers or other visual aids for reading or detailed work.
4. Corrective Measures
Eyeglasses or Contact Lenses: In some cases, corrective lenses may slightly improve vision. However, they often cannot bring a person’s vision to normal (20/20) levels when the vision loss is significant.
Low Vision Aids: Various devices can assist people with 20/200 vision in their daily lives, including:
Magnifiers: Handheld or electronic magnifiers for reading and detailed work.
Screen Readers: Digital devices or computers with screen readers that convert text to speech.
CCTV Systems: Closed-circuit television systems that enlarge printed text or images onto a screen.
Large-Print Materials: Books and materials with large text can make reading easier.
5. Driving Restrictions
Not Eligible for Driving: In most countries and regions, individuals with 20/200 vision are not permitted to drive. Driving requires a higher level of visual acuity to safely recognize signs, signals, and hazards.
6. Assistive Technology and Adaptations
Adaptive Technologies: Screen readers, screen magnifiers, and voice commands on computers and smartphones help individuals with 20/200 vision engage with digital content.
Environmental Modifications: Enhanced lighting, contrast modifications, and large-text displays make daily tasks like reading, working, and navigating spaces easier.
Orientation and Mobility Training: People with 20/200 vision need O&M (orientation and mobility) training to help them navigate safely and independently using mobility aids or techniques.
20/800 vision is a severe visual impairment often classified as profound low vision or near-total blindness. This means a person with 20/800 vision can see at 20 feet what someone with normal vision sees at 800 feet. Consequently, this level of impairment presents significant challenges for daily functioning. Even with corrective lenses, the limitations remain.
1. Definition of 20/800 Vision
A person with 20/800 vision must be 20 feet away to see something that a person with normal vision can see clearly from 800 feet. This substantial loss of visual acuity severely limits the ability to see details at any distance.
2. Legal Blindness and Classification
Individuals with 20/800 vision fall under the category of profound low vision. Although some residual vision may remain, it is limited. People with 20/800 vision are legally blind. Legal blindness is defined as having a visual acuity of 20/200 or worse in the better eye, even with corrective lenses.
3. Impact on Daily Life
People with 20/800 vision face significant visual challenges in everyday tasks. They may struggle with activities such as reading, recognizing faces, or navigating unfamiliar environments. Even simple tasks like watching TV or identifying objects across a room are often inaccessible. As a result, they must rely on non-visual cues such as tactile or auditory information. This helps them navigate their surroundings and accomplish tasks.
4. Corrective Measures
Although corrective lenses offer limited improvement for individuals with 20/800 vision, magnifiers or other visual aids may enhance any remaining vision for specific tasks. However, many people with this level of impairment depend on advanced assistive technologies. Screen readers, braille displays, and text magnifiers help them access information. Voice-controlled devices enable hands-free interaction with technology. Additionally, orientation and mobility aids, such as white canes or guide dogs, help individuals move safely.
5. Causes of 20/800 Vision
Congenital conditions, like Retinitis Pigmentosa or Optic Nerve Hypoplasia, often lead to severe vision loss. Progressive eye diseases such as Glaucoma, Macular Degeneration, or Diabetic Retinopathy can also cause vision to deteriorate to 20/800. Additionally, trauma or injury to the eye may result in permanent vision impairment.
6. Mobility and Independence
People with 20/800 vision rely on white canes, guide dogs, or assistance to travel safely. Orientation and mobility training teaches them how to use these aids effectively. This training also helps them develop strategies for moving confidently through public spaces. Some individuals also use adaptive techniques like echolocation to supplement their remaining vision.
7. Driving Restrictions
Due to the severity of the impairment, individuals with 20/800 vision are not permitted to drive.
8. Support and Resources
Low vision rehabilitation programs provide essential training in daily living skills, technology use, and mobility techniques. These programs enable individuals with 20/800 vision to maximize their remaining vision. Various organizations offer services such as guide dog training, braille literacy, and mobility aid instruction. Vision loss support groups also offer emotional and practical support for those facing similar challenges.
Result
20/800 vision represents profound visual impairment, often resulting in near-total blindness. People with this condition face substantial challenges in daily life. However, they can rely on assistive technology, mobility aids, and rehabilitation services to maintain independence. While corrective lenses may offer limited improvement, adaptive tools and strategies help individuals with 20/800 vision engage in work, education, and social activities successfully.
Now, you can get an idea of what a visual impairment actually looks like. Educational Services starting at youngest age possible but no later than age 3 years old is crucial.
Understanding Vision in Children: What Visual Acuity Really Means
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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.
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Sensational Books offers Inclusive Multi-Sensory Learning Tools. These tools provide a multi-sensory approach to early learning, focusing on tactile and visual experiences. Their products include books and tools designed for both sighted and visually impaired children. For example, “Sadie Can Count” is a children’s book with large print, Braille text, and fully embossed pictures. This book helps beginning readers, including those with visual impairments, to enjoy reading with their friends and family.
Inclusive Multi-Sensory Learning- from Sensational Books
Sensational Books also offers workshops and tactile artwork, promoting sensory integration and early literacy. Their products are suitable for diverse populations, including Montessori students and children with autism. The website provides a comprehensive overview of their offerings, including detailed product descriptions and testimonials from users. Some users need other types of tactile tools also.
One example is Sensational BlackBoard which offers a fun, fast, easy and inexpensive way to get tactile access to images. Draw your own raised line pictures or you can have photo copy images of text book or research materials quickly traced. More on this site for Inclusive Multi-Sensory Learning Tools. Make sure you incorporate audio reading as a skill to add to braille reading.
More information and lessons at: TechVision YouTube
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
Regarding Children Who Are Blind or Have Low Vision
Technology, Independence, and the Right to Compete
Access Technology Training lessons: Student creating a Google sheets line graph with screen reader and Braille Display
To Every School Administrator, Teacher, and Parent Who has a Child With Vision Loss:
This is not a suggestion. This is a plea – born from nearly 40 years of professional experience in the field of blindness, visual impairment and access technology, and from the realities of a competitive world that will not slow down and will not make exceptions – that you act now, while there is still time to give your child or student every possible advantage.
Children who are blind or have low vision are just as intelligent, capable, and ambitious as any sighted child. What they deserve – what they are owed – is the proper set of tools to demonstrate that capability at full speed. Right now, in too many classrooms and homes across this country, those tools are absent, delayed, or introduced far too late. That must change.
The Foundation: A Windows PC — The World’s Standard Platform
Windows-based PCs represent approximately 72% of all personal computers in use worldwide. This is not a preference – it is the dominant reality of the workplace, the university, the government agency, and the business world your child will enter. Teaching a blind or low vision child on any other primary platform is preparing them for a world that does not exist at scale.
Windows is also open and extensible. Unlike closed ecosystems, a Windows PC can be configured, customized, and expanded with virtually any assistive technology available – screen readers, braille drivers, magnification software, speech input – without restriction. It is the most future-proof environment for a child whose assistive needs may evolve over time. One critical requirement, however: the person who teaches your child must be actively using all components of the system themselves every single day, navigating exclusively by screen reader and braille display. You cannot teach what you do not live.
Every blind or low vision child should be learning on a Windows PC. Period. At the earliest age possible.
The Tools That Open the World: Screen Readers
A screen reader converts on-screen text and navigation into speech or braille output, allowing a blind user to operate a computer fully and independently. There are three primary options, each with a distinct role – and a serious student needs fluency in all three.
JAWS (Job Access With Speech)
JAWS is the gold standard in professional and educational environments. It offers the deepest compatibility with Microsoft Office, enterprise software, and web-based platforms. For any student planning to enter the professional workforce, JAWS fluency is a career asset. It is the screen reader most commonly encountered in workplaces that have made accessibility accommodations.
NVDA (NonVisual Desktop Access)
NVDA is free, open-source, and exceptionally powerful. It is fully supported, actively developed, and used by millions of blind individuals worldwide. For families and schools with budget constraints, NVDA removes every financial barrier to professional-grade access. Students who master NVDA are fluent in a tool used in homes, libraries, and workplaces globally.
Microsoft Narrator
Narrator is built directly into Windows and requires no installation. While not as feature-rich as JAWS or NVDA for complex tasks, it is a valuable tool for early introduction, emergency access, and environments where installing additional software is not immediately possible. Every Windows user – blind or not – has access to Narrator the moment they power on their device and complete setup.
iPhone with Siri and VoiceOver
No conversation about screen readers is complete without addressing the iPhone. Apple’s VoiceOver, built directly into every iPhone, is one of the most powerful tools available to combine the perfect team of PC with iPhone. It is the device you carry with you every hour of every day. Siri adds hands-free voice control outside class but inside class ability to send a quick SOS to their tech instructor for help keeps them moving. One command on the braille display connected to the computer goes right to the iPhone in their pocket, enables the student to send and SOS tech issue so a remote tech instructor can jump on to solve their issue so they can keep moving in class ASAP.
In the real world, blind professionals use a Windows PC at their desk and an iPhone in their pocket. Teaching both, from early on, prepares a student for exactly that reality.
Braille Displays: The Essential Partner to the Screen Reader
A refreshable braille display connects to a PC and presents on-screen text as braille cells that the user reads with their fingertips to teach spelling, paragraph layout and everything the sighted student does with print. This is not optional equipment for a serious student – it is essential. Reading braille is to literacy what reading print is to a sighted child. Without it, a blind student depends entirely on audio output, which is slower for review, comprehension, proofreading, and deep reading tasks. Beyond speed, a braille display teaches spelling, formatting, punctuation, and document structure in ways that audio alone simply cannot.
Recommended Displays
Focus 40 Blue (Freedom Scientific) — The preferred professional-grade display. Forty braille cells, excellent build quality, seamless integration with JAWS, and trusted in educational and workplace settings worldwide. The 40-cell width allows students to read longer passages without constant panning, dramatically improving reading speed and comprehension.
Brailliant BI 40X (HumanWare) — An outstanding alternative with strong multi-device connectivity and a comfortable key layout. Compatible with all major screen readers and well-suited for students who work across multiple devices throughout the school day.
A 40-cell display – not a smaller 14- or 20-cell model – is strongly recommended for students. The larger cell count significantly reduces the scrolling required and more closely mirrors the experience of reading a full line of text, building the natural reading rhythm that leads to true fluency. For students pursuing STEM fields, an 80-cell display is worth the investment.
The Hard Truth That No One Wants to Say Out Loud
A blind or low vision child, without proper tools, cannot complete academic work at the same speed as a sighted child with 20/20 vision. This is not a failure of the child. It is biology and failure of an educational system. It is the reality of navigating a world designed for sighted people without the technology that closes that gap.
Schools often respond to this reality by granting extended time – double time, time and a half, reduced assignments – on work and exams. And while this accommodation is legally appropriate, it comes with a hidden cost that is rarely spoken aloud: less work assigned means less information learned, and reduced exposure to content creates knowledge gaps that compound over time. The job that child will one day compete for will not reduce its requirements to match. We must look further down the road with clear Vision:
Extended time does not exist in a job interview.
Extended time does not exist when competing against other applicants for a position.
Extended time does not exist when a deadline arrives, a client is waiting, or a team needs output.
You learn less in school — and the job will demand more.
Close the Gap Before It Closes Their Future
Life is competitive. It has always been competitive. The kindest, most loving thing we can do for a child who is blind or has low vision is to prepare them to compete – not just to participate, but to compete effectively, efficiently, and with confidence, from kindergarten through career.
The only way to close the speed gap is technology mastered early with braille. A student who has used a screen reader and braille display fluently since early elementary school does not look like a student with a disability when they move through school or enter the workforce. They look like someone who is fast, precise, and capable, because they are.
Additional Reasons This Cannot Wait
1. Independence Is Dignity
A child who relies on a sighted person to read their screen or paper work, describe their assignments, write down their answers, or help navigate their computer is not independent – and they know it. That awareness is not abstract. It settles into them quietly and deeply: the knowledge that someone else is doing for them what they cannot yet do for themselves. It becomes embarrassment. Then frustration. Then, for far too many children, it becomes depression.
This is one of the most significant and least discussed emotional consequences of inadequate assistive technology instruction. These children are not failing because they lack intelligence or effort. They are failing because they have not been given their tools and they are old enough to understand the difference. Worse they watch their classmates work independently. They watch themselves need help. And over time, that gap between what they can do and what they are expected to do without support begins to define how they see themselves.
Independence Is the Antidote
Technology taught by a highly skilled instructor who uses these access tools daily eliminates this dependency. A child who can navigate their own screen, read their own assignments, and submit their own work has done something that no grade or test score can fully capture: they have proven to themselves and others that they can do it. That proof is the foundation of self-worth, confidence, and the unshakeable belief that one can manage one’s own life on one’s own terms.
Independence is not merely practical. It is the antidote to the depression that follows when a child has been taught, unintentionally, that they cannot.
2. Early Learning Equals Deep Fluency
A child who learns a screen reader at age four or five develops the same automatic, effortless relationship with that tool that a sighted child develops with reading text on a page and writing with a pencil. A teenager introduced to a screen reader for the first time is fighting an uphill cognitive battle, learning the tool at the same time they are trying to use it to complete schoolwork. Early adoption eliminates this double burden entirely.
3. Academic Access Across All Subjects
A properly configured PC with a screen reader opens every subject: reading, writing, math (with accessible tools like MathML and Nemeth braille, UEB Braille), science, coding, history, art research, everything. Without it, a blind student’s access to the full curriculum depends entirely on the availability of a human aide or specially prepared materials. Technology removes that bottleneck and gives the student direct, independent access to the same content as every other child in the room.
4. The Job Market Rewards Technology Fluency
Employers, by and large, do not know what screen readers are. They will not know to provide accommodations they have never heard of and in that gap of understanding, a qualified candidate can lose a job simply because the employer cannot picture how the work would get done.
A candidate who arrives already proficient changes that entire dynamic. They sit down at a Windows PC, they are productive immediately, and at the right moment they say with confidence: “I want you to know, I am blind, and this is exactly how I do this job.” Then they show it. With speed and efficiency. With no hesitation. That demonstration does more to overcome an employer’s uncertainty than any disclosure form or accommodation request ever could.
This person competes. The person who has never been properly trained walks into that same room hoping for understanding they may not receive. The difference between those two outcomes is not intelligence. It is preparation.
5. Post-Secondary Education Expectations
Colleges and universities have disability services offices, but those offices cannot replace skill. A student who arrives at university without strong assistive technology fluency will spend precious early semesters struggling to catch up on tools rather than engaging with coursework or they will not catch up at all, and fail. Too often, the alternative is that a parent steps in to do the work for them, which is exactly what regularly occurs when students arrive unprepared. Students who arrive already expert in their technology can advocate for themselves effectively, focus entirely on their education, and move forward alongside their peers.
6. Mental Health and Self-Efficacy
The psychological toll of constantly needing help of always being the student who requires special arrangements, who cannot do what everyone else is doing is real and cumulative. Technology-empowered students report significantly higher confidence, academic engagement, and willingness to attempt challenging tasks. Giving a blind or low vision child their tools is giving them their identity as a capable person.
On the Question of Learning Braille: Who, When, and Why
Braille literacy is one of the strongest predictors of academic success and employment for blind individuals. The research on this is not subtle, it is decisive. But the question of who should learn braille is not always straightforward, and it must be considered carefully in the context of each child’s specific diagnosis.
Children Who Are Fully Blind
There is no question. Braille instruction should begin immediately, ideally by age three, and no later than the beginning of formal schooling. Braille is their print. Delaying braille for a blind child is the equivalent of delaying reading instruction for a sighted child. Every year of delay compounds into a literacy deficit that becomes harder to close.
Children With Low Vision
This requires careful evaluation in partnership with the child’s ophthalmologist and prognosis. Three key questions must guide the decision:
Is the condition stable or progressive? If progressive, the answer is clear: begin braille instruction immediately, regardless of how much vision the child currently has.
Can the child read print efficiently at a rate and comfort level that matches a child with 20/20 vision? If not, print alone is not sufficient and braille must be part of the plan.
Is the child’s functional vision expected to remain sufficient throughout their lifetime? If there is any reasonable doubt, begin braille now. It is far easier to have a skill and not need it than to need a skill and not have it.
When Braille Starts Late
What if the child is older and braille instruction is only beginning now? Research is unambiguous on this point: students who begin braille instruction after 6th grade rarely achieve functional reading fluency. The tactile sensitivity, finger dexterity, and automatic cell recognition that true braille literacy requires develop in early childhood. That window is largely closed by the time a child enters middle school, and full literary braille instruction after that point becomes, in most cases, an exercise in frustration for both the student and the instructor.
For the older student who is past that window, the goal must shift to functional braille, what they will actually use in daily life: device navigation, labels, signage, reference points, and targeted reading tasks. Trying to force full literary braille on a resistant older student creates a battle you will not win. You will spend more time fighting than teaching. Focus on usefulness. Motivation follows. And in every case, a PC with a screen reader and braille display becomes the central key to that student’s success going forward.
If the Condition Is Progressive: Braille Is Not Optional
If a child has a progressive eye condition – retinitis pigmentosa, Stargardt disease, glaucoma, or any diagnosis with a trajectory toward increasing vision loss – braille instruction must begin immediately, regardless of how much usable vision the child currently has. Here is why:
Braille is most easily and deeply learned when taught young, when the brain’s neuroplasticity is at its peak, just as with learning any other language. The earlier the exposure, the deeper the fluency.
A child who waits until their vision has deteriorated significantly is learning braille at the same time they are grieving a loss: an emotionally devastating combination that slows learning or stops it entirely.
A teenager or adult who must learn braille after vision loss faces a steep, stressful acquisition curve that can take years to develop into functional fluency.
A child who learns braille at age three or four and uses it throughout their education will be functionally fluent by the time their vision deteriorates, ready, not scrambling.
Teaching braille to a child who still has usable vision is not pessimism. It is planning. It is love with foresight.
The Crisis That Arrives in Middle School
Every summer, TechVision receives calls about blind and low-vision students who are beginning to fall behind significantly. In most cases, blind children have no technology at all, and low-vision students lack both technology and braille instruction. By middle school, the academic demands increase sharply, the volume of reading and writing grows, and students are expected to manage far more digital work on their own, and they cannot.
For students with progressive low-vision diagnoses, middle school is often the point where remaining vision no longer allows them to complete work efficiently, even with low-vision tools. At that point, they are not only trying to keep up academically. They are also trying to learn braille, screen-reader skills, braille-display use, keyboarding, file management, accessible math, and online platform navigation, all at the same time. The academic and the remedial collide, and the student is caught in the middle.
That is why early instruction matters. Waiting until a student begins failing creates an avoidable crisis. Teaching braille and technology before the crisis gives the student time to build fluency, confidence, and independence.
The Timeline: What the Research and Experience Tell Us
Age 3: The ideal starting point. Children at this age learn through play and exploration and absorb braille as naturally as sighted children absorb picture books and letters (include a cane here also). Tactile literacy can begin before formal reading instruction in other areas. Introduce them to a PC with a screen reader and braille display through play. By age four, begin teaching touch typing. Done consistently, a child is ready to begin kindergarten already equipped.
Kindergarten through 2nd grade: Still an excellent window. With intensive, consistent instruction, a child can achieve strong foundational literacy by early elementary school.
3rd through 5th grade: Still achievable but increasingly challenging. By this stage, the child is already behind in braille literacy relative to academic demands. Intensive TVI/Tech support is essential and must begin immediately. Think summer time instruction-always.
Middle school and beyond: Braille can and should still be taught, but the window for achieving deep, automatic fluency is narrowing. Every year of delay past 5th grade represents a harder road. Shift the focus to functional braille and technology mastery.
When a school district first receives a blind or low vision student at any age: Instruction in assistive technology and braille (where indicated) must begin on day one: not after evaluation periods, not after IEP meetings have stretched across months or years. The clock is running from the moment that child walks through the door. Day one.
What We Are Asking You to Do
For School Districts:
Ensure every blind or low vision student has immediate access to a Windows PC configured with both NVDA and JAWS, connected to a 40-cell refreshable braille display and paired with a highly skilled instructor who uses these tools daily.
Hire TVIs and assistive technology instructors who are genuine daily users of the technology they teach. A degree or certification alone does not qualify someone to teach JAWS, NVDA, or a braille display. Technology fluency is not academic knowledge, it is muscle memory. It is the ability to troubleshoot in real time, demonstrate at speed, and anticipate where a student will struggle because you have been there yourself. A Teacher of the Blind and Visually Impaired (TVI) who does not use this technology every single day cannot teach it well, regardless of what their diploma says.
Coordinate braille and technology instruction as one integrated program, not two separate tracks. When these skills are taught together on the same device, they reinforce each other and the student learns faster. If a TVI is a strong braille teacher but does not have deep technology expertise, the right answer is to pair them with a qualified assistive technology instructor who does. Integration from one highly skilled person is the ideal; a strong partnership between specialists is the practical alternative. One person doing both poorly serves no one.
Begin NOW
Begin braille instruction for eligible students immediately upon enrollment, not pending further evaluation, not after the next IEP meeting, not once the “right” TVI is located. Interim solutions are acceptable. Delay is not.
Embed assistive technology instruction into the student’s daily academic life as the primary mode of access, not as a pull-out supplement. Remote instruction is a powerful and underutilized tool: a qualified technology instructor can be present in the classroom via headset and screen share, guiding the student in real time without disrupting the class, while the student remains fully included with their peers. When pulling a student out is unavoidable, choose the one hour of the school day that causes the least disruption to their social and academic integration. These students are already navigating more than their sighted peers. Do not add social isolation to that burden.
Measure student progress in assistive technology fluency with the same rigor applied to reading, math, and every other subject. The student completes all work on the PC. They email completed assignments to the teacher. The teacher places feedback directly in the document using Word comments and emails it back. This is not a workaround, this is the workflow. It is clean, professional, and mirrors exactly how the working world operates. It holds the student to the same standard of output and accountability as every other person in the room.
For Parents:
Do not wait for the school to take the lead. Advocate immediately and loudly for your child’s right to assistive technology and braille instruction.
If your child has a progressive eye condition, contact a TVI and assistive technology specialist today about beginning braille instruction, regardless of your child’s current functional vision level.
Set up a Windows PC at home with NVDA (free to download) and have your child use it for reading, homework, and exploration every single day.
Connect with the National Federation of the Blind, the American Foundation for the Blind, and your state’s Blind and Low Vision Services for resources, advocacy support, and community.
Believe, fiercely and without apology, that your child can compete. Then make sure they have the tools to prove it.
The Future Is Waiting. Start Today.
The child who is three years old today and begins braille and assistive technology instruction this year will walk into their first job interview at age twenty-two as a fully equipped, confident, and capable professional. The child who waits may walk in hoping for accommodations they may not receive, competing at a speed they were never trained to reach.
The tools exist. The research is clear. The need is urgent. All that is required is the will to act: now, not later, not after one more evaluation, not after the next IEP cycle. Now.
Every blind and low vision child deserves to compete. Give them the tools to do it.
