Finding high-quality tactile graphics for advanced math often feels overwhelming, especially when you support blind students who want deeper conceptual understanding. However, you can simplify the process with a clear list of reliable sources. To begin, you can explore this curated collection of teacher-vetted tactile math libraries. These sites cover algebra and pre-calculus through Calculus I–III. In addition, they include limits, derivatives, integrals, function behavior, curves, and coordinate systems. As a result, you gain ready-to-use tactiles that strengthen conceptual learning for all students. For example, many of these graphics support problem-solving, graph analysis, and multi-step reasoning. Though the focus leans toward higher-level math, these sites still offer tactile graphics for every math level. Finally, you can review them in order, moving from the most comprehensive to excellent, knowing each one provides strong and dependable options.
The information below is in order of the most comprehensive to excellent so all options are great for finding anything you need. On the European site, just remember to select English
STPT = Science, Technology, Physics, and Tactile It’s one of the major content categories inside the Tactile Inclusion Project (TIP) collection.
TIP created a huge set of tactile graphics across:
Math
Science
Physics
Technology
Geometry
Calculus
Data & graphs
Best source for calculus‑level tactile graphics. This project includes audio‑tactile and swell‑paper‑ready graphics for algebra → calculus, created by math teachers for blind students.
Calculus‑related tactiles available
Limits (approaching values, left/right limits)
Derivative concepts (slopes, tangent lines)
Curve behavior (increasing/decreasing, concavity)
Graphs of functions (polynomials, exponential, trig)
Area under curves (Riemann rectangles)
Integrals (definite/indefinite visualizations)
Coordinate planes, axes, quadrants
Piecewise functions
Parametric curves
Sequences & series visuals
Optimization diagrams
Why it’s ideal for blind students:
Graphics are simplified to core mathematical meaning
Includes audio explanations
Translatable into 29 languages
Free to download
2. ProBlind — Global Database of 1,250+ Tactile Math Graphics- make sure you choose your language preference:
Calculus‑level graphics include:
Function families
Derivative slope diagrams
Concavity & inflection points
Trig function curves
Exponential/logarithmic curves
Limits & asymptotes
Area under curves
3D surfaces (simplified for tactile use)
Calculus
Limits
Derivatives (slopes, tangent lines)
Integrals (area under curves)
Concavity & inflection points
Function families
Riemann sums
Asymptotes & behavior at infinity
Pre‑Calculus & Algebra
Trig functions
Exponential/logarithmic curves
Coordinate planes
Piecewise functions
Parametric curves
Geometry & STEM
Shapes
Graphs
Data displays
3D surfaces (simplified)
All graphics are:
Swell‑paper ready
Embosser friendly
Audio‑described
Designed specifically for blind learners
Where TIP Lives Now
Because the original TIP website has a broken SSL certificate, the safe, active home for all TIP graphics is:
The TGIL was established in 2007 by the American Printing House for the Blind (APH) to support transcribers by providing free, customizable tactile graphics templates for images that are commonly used in K-12 education. The goal of the TGIL was to help speed up textbook transcription by providing a good starting point for creating high-quality tactile graphics.
While supporting transcribers remains an important part of the TGIL’s mission, we have recently expanded the scope and purpose of the TGIL to provide graphics that have been “optimized for the Monarch.” These graphics support direct-to-student delivery of graphics for use in a digital format with the Monarch multi-line tactile display.
The metadata for each graphic in TGIL will indicate whether the graphic was created for embossing and/or whether it has been optimized to display on the Monarch. We also invite users to request graphics for use on the Monarch — or request remediation of an existing graphic — when an “optimized for Monarch” alternative is not yet available.
JAWS UEB MATHS/Nemeth Settings-Word and Braille Math Editor
If you’ve ever struggled to get JAWS to read math correctly on your computer, this walk-through will make your life much easier. In this video, I demonstrate how to set JAWS for either UEB Maths or Nemeth math using the JAWS UEB/Nemeth Settings, then show you how to create accessible math using Word’s Math Editor and the Braille Math Editor. Whether you’re a TVI (Teacher of the Blind), a student, or an AT (Access Technology) specialist, these steps will help you produce clear, accurate, and accessible math every time.
WORD MATH EDITOR Setup
1. Open the Math Editor
Alt + =
2. Open the Equation Tools tab
Alt + J, E
3. Open Math Options (Settings)
T, 1 (This opens the Math Options dialog.)
4. Set Alignment to Left Inside the Math Options dialog:
Alt + J → moves to Justification
L → Left alignment
Alt + D → Set as Default
Tab, Tab → to OK
Enter
When asked to save as default, choose Yes (This saves the settings to the Normal template.)
5. Check Conversion (if math looks wrong)
While inside a math zone:
Alt + =
Alt + J, E
C → Convert
Make sure it is set to Professional
WORD MATH EDITOR — Command Sequence (JAWS + Keyboard)
Open the Math Editor
Press Alt + = This inserts a new math zone and opens the Word Math Editor.
Move in and out of the math zone
Right Arrow → move into the math zone
Right Arrow again → move through elements
Left Arrow → move backward
Esc → exit the math zone and return to normal text
Insert common structures
Fraction → Ctrl + /
Exponent → Ctrl + Shift + =
Subscript → Ctrl + =
Square root → type \sqrt then press Space
Matrix → type \matrix then press Space
Parentheses → type ( then ) (Word auto‑sizes them)
Dr. Robinson demonstrates the power of Tiger 9 with Be My Eyes. First demonstrating how to use Tiger 9 software from ViewPlus Technology, to translate math content and add graphics in WORD, emphasizing accessibility features for visually impaired users. She then explains the process of inserting and editing images, including the use of alt text and AI-powered tools for image description, using Be My Eyes APP. Finally, Dr. Robinson covers the steps for creating, editing, and embossing math with graphics, as well as translating and printing text for visually impaired individuals.
Steps for Tiger 9 with Be My Eyes
This tutorial on using Tiger 9 software with the Be My Eyes app guides users in to make math content accessible to visually impaired students.
Tiger 9 Software: Dr. Robinson first demonstrates how to use Tiger 9 from ViewPlus Technology. Tiger 9 will translate math content and emboss graphics in Microsoft Word. This software enhances accessibility for visually impaired users by converting text and graphics into formats that assistive technologies can read.
Inserting and Editing Images: Next, she explains the process of inserting and editing images in Word. She includes the use of alt text and AI-powered tools for image description. The Be My Eyes app provides detailed descriptions of math diagrams and other visual content to visually impaired students.
Creating and Embossing Math with Graphics: Then, Dr. Robinson covers the steps for creating, editing, and embossing math content with graphics. This includes translating text into braille and printing it, ensuring that visually impaired individuals can access and understand the material.
Practical Steps:
Practice using Tiger 9 software for math equations and graphics in Word.
Use the Be My Eyes app to describe math diagrams to visually impaired students.
Create profiles in Tiger software for efficient translation of math content to braille.
Complete math assignments in Word using audio, braille display, and embossing graphics and math work.
This video takes you through setting up the Tiger 9 software from ViewPlus Technology for translating math equations into braille so you can emboss Math with Tiger. Dr. Robinson demonstrates how to access the Tiger ribbon, open her existing profile settings, and configure options like the braille type and math notation style. She also shows how to adjust ink settings if needed for embossing printed text alongside braille. Then she translates the math and gets it ready to emboss for student.
Tiger 9 Math Translation and Editing
Dr. Robinson demonstrates how to use Tiger 9, to translate math content in Word. She use a 40 cell FOCUS braille display but emphasizes the importance of using an 80-cell braille display if the student is going into math or STEM fields. Dr. Robinson also explains how to use the WORD math equation editor or Braille math editor on the Braille display to emboss Math with Tiger. She concludes by solving a right triangle problem using the math contents then embossing the math for hard copy if desired.
Emboss Work with Tiger 9 in WORD
Go onto learn how to emboss graphics in WORD using Tiger software also for students to feel all needed math symbols and pictures to learn on their own. Ideally, all students have embossers at home. ViewPlus embossers with software are fully accessible for all exclusive screen reader users.
Dr. Robinson emphasizes practical and efficient math strategies for visually impaired students using assistive technology. Moreover, she demonstrates accessible solutions that empower students to engage independently in math tasks. Some of the best tricks to learning math for visually impaired students include understanding how to use technology effectively. For example, she teaches the Word Math Editor, activated with Alt+Equals, which enables students to access and edit equations effectively. Furthermore, this tool allows students to calculate expressions, such as a circle’s area, using keyboard shortcuts for greater efficiency. In addition, she introduces the Braille Math Editor, which enhances accessibility and provides tactile support for understanding complex math concepts. Continue with Advanced Math with LaTex using Mathkicker.AI-Matrices also.
Dr. Robinson configures Braille displays and the Braille Math Editor to improve accessibility and clarity for students. Students solve problems efficiently by using built-in features like scientific calculators and shortcuts such as Ctrl+C and Ctrl+V.
Dr. Robinson demonstrates advanced techniques, including LaTeX for math notation and proper vinculum coverage in equations. She converts equations between professional and linear formats to ensure accuracy in math tasks. Knowing tricks to learning math, such as using LaTeX, can greatly benefit students. Add Tactile Math Tools for even better understanding.
She teaches code structures and tools to help students work independently with their peers during lessons. By optimizing settings and using shortcuts, students gain confidence and efficiency in solving complex math problems.
Dr. Robinson ensures students participate fully in math classes and achieve academic success. Her methods, which include easy ways to learn math, integrate the latest assistive technologies to empower visually impaired students in STEM fields.
In today’s digital age, technology has transformed how we approach learning, especially in subjects like accessible math. More importantly, this transforms how all screen reader users can access math like their peers. MathKicker.AI math program provides access to AP classes and advanced math for high school and college students. This accessible tool caters to diverse learning needs, offering compatibility with various screen readers. This video features Advanced Math with LaTex and shows how it can enhance your mathematical skills, making complex equations easier to tackle.
Matrices
Dr. Robinson explains the basics of navigating MathKicker.AI. Matrices can easily create a Matrix with Alt = and type it in LaTex. This quickly provides accurate math and F9 will allow you to see and enter LaTex. You can also learn the LaTex from just typing the math into Mathkicker. The session showcases the ease of solving matrix equations, demonstrating how to find the matrix C resulting from matrices A and B.
Throughout the demonstration, Dr. Robinson shares tips for efficient navigation, including using the home key and arrow keys to read through equations. She highlights the functionality of the F9 key for processing inputs and emphasizes the need to verify details when working with complex equations.
As she works through a specific problem, Dr. Robinson illustrates how to structure equations and maintain clarity while performing calculations. Remember to double-check your work and she encourages people to utilize the program’s features for swift problem-solving.
By the end of the session, Dr. Robinson summarizes the output clearly, showcasing the successful application of Math Kicker. She encourages students to explore this tool for enhancing their math skills, particularly in higher education and advanced high school courses.
This tutorial not only highlights the software’s capabilities but also empowers screen reader users and all students to embrace technology in their learning to keep up with their peers.
Mathkicker editor with Jaws or NVDA and display for math access for advanced math
Other Math Lessons from Basic Math to Advance Skills
Digital Math in WORD and Braille Math Editor for Nemeth or UEB Input/Output via MathCat with JAWS or NVDA. This lesson empowers you to learn skills for teaching yourself and others Nemeth or UEB math. By incorporating Math AI, you can transform inaccessible math images into usable formats in just seconds, significantly speeding up the learning process compared to transcribing character by character. While the video covers some essential skills, the following links provide comprehensive lesson details from the Digital Math in WORD Video.
MathCat with JAWS or NVDA
Learning how to teach or learn Nemeth math using assistive technology can seem challenging, but with the right tools and approach, it becomes manageable and effective. Whether you’re a parent helping your child, an educator supporting students, or an independent learner, using a Focus 40 Braille Display and JAWS screen reader provides an accessible way to master Nemeth code. In this guide, I will walk you through setting up your technology and using the Braille Math Editor to confidently teach and learn math concepts from basic arithmetic to advanced algebra. Let’s simplify the process and enhance your skills.
Setup your computer to work the best with Screen readers and Digital Math in WORD
Before beginning the challenge of learning Nemeth or UEB with screen readers, make sure you Optimize your Windows 11 computer for Efficiency with Screen Readers with Key Settings and Configurations. Optimizing Windows 11 Efficiency for Screen Reader with Key Settings and Configurations takes an hour most often 2 or so to complete. Longer if you are new to screen reader and how Windows 11 works. It is different than other OS systems so give yourself grace as you learn all there is to know about this system. As you move through your keyboard and discover you would like a particular key somewhere, like the applications key, you can remap a key to create that yourself. AND, you MUST have Local Admin on School Computers.
Mathkicker.AI
Mathkicker for digital math access with Jaws or NVDA-Login Page
In this lesson, you’ll learn how to teach and practice Unified English Braille (UEB) math using a Focus or Brailliant Braille display with JAWS. Start by setting up the correct Braille settings in JAWS, ensuring your Braille display and cursor follow each other for accurate feedback. Adjust your language profiles and choose UEB Grade 2 for output and input. Navigate through basic arithmetic and algebra problems using JAWS’ Braille Math Editor, making corrections easily. This step-by-step method will help both new and experienced teachers guide students in learning UEB math effectively.
First, set up JAWS properly by accessing the JAWS Settings Center Insert + 6 followed by (Ctrl+Shift+D) to set default. Type out and Navigate to “Braille mode” and ensure your display is set to “Structured” mode. Enable the settings that allow the active cursor to follow the Braille display and vice versa. This ensures that wherever your student is on the screen, you can follow along on your display. Turn on the Braille Viewer also to see the braille at the top of your monitor if you have sight.
Next, Alt + F to Language profiles then Alt + D to details and open and confirm UEB Grade 2 and Unicode by default. You can continue to Tab or Alt + M for math and select the UEB Math option in JAWS settings. Enter to close then Alt A to apply and enter to close. You are ready to go.
Practice using the Braille Math Editor
For practicing, you’ll use JAWS Braille Math Editor to create and edit math expressions as 1 option. Other options are WORD Math editor and LaTex as another as you become more advanced. Start with basic arithmetic, typing out equations such as “1+2=3,” and use the Braille display to feel the corresponding Braille output. This method works for both teaching and self-learning. As you advance to algebra, geometry, Trigonometry and calculus, use the WORD Math editor or Braille Math Editor to navigate complex equations. The editor allows easy error correction, reinforcing concepts as students work through problems.
Teach Math with Jaws and braille display-Basic to advanced math formulas
This method also helps auditory learners who can listen to JAWS while simultaneously feeling the Braille on the display. Practicing consistently with both the Braille Math Editor and JAWS will solidify UEB math skills and improve teaching efficacy.
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
To enter college, you need a foundation in Algebra and Geometry. For STEM fields, add Calculus and Trigonometry. Trigonometry studies the relationships between angles and sides of triangles. With tools like Trigonometry with Math Editor, Braille Math Editor and screen readers, you can easily explore these relationships. It uses sine, cosine, and tangent functions to relate angles to side lengths. These functions are essential in physics, engineering, and astronomy. They help solve problems involving distances and angles. For example, trigonometry determines the height of a building or the distance across a river without direct measurement.
Trigonometry provides tools to model and solve problems involving angles and distances. It is fundamental to mathematics and its applications.
Going to College
If you go into STEM field IN college, you need advanced classes in but not limited to college algebra, trigonometry and calculus. When you are a screen reader and Braille user, these skills will allow you the options and opportunities to complete work as sighted peers.
Let’s talk about: Trigonometry which is a branch of mathematics that studies the relationships between the angles and sides of triangles
Right triangle for Trigonometry with math editor
You can copy this content and paste into WORD OFFICE 365. Make sure you select Math 1 at a time and alt = to turn into true math. Then you can Ctrl = to change to professional or keep the LaTex then enter and braille it in again using Nemeth or UEB Math or practice LaTex.
Problem 1: Finding the Length of a Side
Given: A right triangle with one angle of 30° and the hypotenuse of 10 units. Find: The length of the side opposite the 30° angle.
More options for JUST auditory learners or braille learners and taking totally inaccessible images of WORD and making them accessible using Mathkicker.AI.
In this tutorial, Dr. Denise M. Robinson shows how to use JAWS with Braille Math and Word Math Editors. This video on UEB Math with JAWS empowers blind and visually impaired students and professionals. It provides tools and techniques to excel in mathematics. Set up WORD properly first, then continue.
UEB Math in Braille Math Editor
First, the tutorial introduces essential software and hardware. This includes JAWS, a Focus Braille Display, or NVDA and the necessary math editors. Dr. Robinson guides viewers through the setup process. She ensures all components are correctly configured for optimal performance.
Next, the video explores the practical application of these tools. Viewers learn to input mathematical expressions using the Braille Math Editor. They navigate complex equations and use the split-braille-for-buffer mode to enhance workflow. Dr. Robinson offers clear, step-by-step instructions. This makes it easy for users to follow along and practice.
By the end of this tutorial, UEB math in braille math editor viewers understand how to use JAWS and Braille Math Editors efficiently. They can create, edit, and review UEB math content. This video is an invaluable resource. It helps enhance digital math literacy and achieve greater independence in academic or professional pursuits.
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.
To emboss math with braille blaster content from Microsoft Word, start by creating equations in the Math Editor. This tool helps you write complex mathematical expressions clearly. Once you finish, save the document in a .DOCX format, which is compatible with Braille Blaster and other embossing software.
Next, open Braille Blaster and import your Word document. The software automatically converts your math content into Nemeth code, the Braille standard for mathematics. This conversion ensures visually impaired readers can understand the material. Moreover, Braille Blaster allows quick switching between Unified English Braille (UEB) and Nemeth codes, offering flexibility based on the user’s needs.
After conversion, to emboss math with Braille Blaster, send the document directly to a Braille embosser. This machine prints the digital Braille content as physical Braille that can be read by touch. Transitioning from digital to physical Braille is quick and efficient with this process.
Furthermore, this workflow supports various mathematical formats, making it versatile for different educational levels. For instance, whether you’re working on basic arithmetic or advanced calculus, the combination of Word and Braille Blaster handles it smoothly. This versatility is crucial in educational environments where diverse math content is necessary.
Advanced Features
Educators can also take advantage of Braille Blaster’s advanced features, such as the ability to preview the Braille output before embossing. This step allows for checking accuracy and making any necessary adjustments. It’s particularly useful when dealing with intricate math equations that require precise formatting. If you would like to combine this with a graph, Desmos is your key with Tiger software.
Moreover, the ability to seamlessly switch between UEB and Nemeth within the same document saves time and ensures consistency across educational materials. This dual-mode capability is essential for creating comprehensive resources that cater to different learning needs.
Using Word’s Math Editor, Braille Blaster, and a Braille embosser not only streamlines the creation of accessible math materials but also enhances the educational experience for visually impaired students. This efficient process ensures that high-quality Braille math content is readily available, supporting inclusive education and empowering students to succeed in their studies. By implementing this workflow, educators can deliver timely, accurate, and accessible learning materials that meet the diverse needs of all students. Here are options if you would like to use NVDA for Math. And to take any math 1 step further in creating graphics, Tiger and graphic embosser will take you there.
To emboss graphs and insert them into math work, start by using the Desmos graphing calculator. Desmos offers an intuitive platform for creating precise graphs, making it ideal for educational settings. Begin by plotting the necessary mathematical functions or data points on Desmos. The calculator’s user-friendly interface allows for easy manipulation and customization of graphs, ensuring they meet your exact needs.
After creating the graph, export it as an image. Desmos provides options to download the graph in various formats, such as PNG. Once downloaded, you can insert this image into your math document. Whether you’re using Microsoft Word, Google Docs, or another word processor, simply embed the graph as an image. This step integrates the visual data directly into your math work, making it more comprehensive for both teachers and students.
Next, prepare the document for embossing. If you’re working with visually impaired students, use software like Braille Blaster to convert the document into Braille. While the text content will convert directly, the graph requires special handling. This is where embossing comes in. By using an embosser, you can transform the visual graph into a tactile format that students can feel and understand.
Furthermore, this workflow ensures that math assignments are accessible to all students, regardless of visual ability. Teachers can also annotate the graphs before embossing, adding labels or descriptions to enhance understanding. This process not only aids in teaching but also reinforces the student’s learning experience.
The combination of Desmos for graph creation and embossing for tactile output makes for a powerful educational tool. It bridges the gap between visual and tactile learning, providing an inclusive approach to math education. By following these steps, educators can effectively integrate graphs into math work, ensuring that all students have the tools they need to succeed.
In this video, Dr. Denise Robinson guides Tay in proper Braille Math Editor Mode on her FOCUS Display. The session begins with Dr. Robinson reminding Tay how to change the computer’s mode to “contracted out/computer in.” This change ensures proper Braille math output, which simplifies the process and reduces errors.
Dr. Robinson then encourages Tay to use the Braille Math Editor with confidence, using her 2 knuckles on her right hand and 1 pointer finger on her left hand. She goes onto explain that the chosen mode automatically handles many aspects of math input. This approach allows Tay to focus more effectively on solving problems.
Next, Tay is guided through various math problems, including division and multiplication. Dr. Robinson carefully ensures that Tay understands how to input problems correctly into the Braille Math Editor. For division tasks, she provides clear instructions on entering Braille codes and following the correct sequences.
Furthermore, Dr. Robinson emphasizes the importance of memorizing math facts. She highlights how strong basic math skills can significantly improve accuracy and speed. Through consistent practice and repetition, Tay begins to reinforce these essential concepts.
As the session continues, Tay receives positive reinforcement, which helps her gain confidence. With each task, Tay requires fewer prompts, showing her growing independence in handling math problems.
Finally, Dr. Robinson concludes by praising Tay’s progress. She expresses confidence in Tay’s continued improvement and emphasizes that ongoing practice will help Tay master essential math skills. Dr. Robinson also reassures Tay that she will become more comfortable using the Braille Math Editor with time.
Overall, this session reflects Dr. Robinson’s commitment to fostering independence and competence in her students using proper Braille Math Editor Mode. She ensures they have the necessary tools and confidence to succeed academically. This methodical approach helps students like Tay build a strong foundation for future learning and problem-solving. To further learning, Embossing math using Braille Blaster or graphics using Tiger will always increase understanding of math in general.
Dr. Robinson guides transcribers through the process of math image conversion for accessibility, specifically focusing on converting math images into accessible Word documents using MathKicker.AI. She begins by highlighting that transcribers will easily recognize an image when it turns blue upon clicking it when opened in PDFs. These images, often blurry due to repeated copying by teachers, require careful description for students who cannot feel the number lines. Dr. Robinson emphasizes the importance of adjusting the level of detail based on the student’s age and familiarity with number lines during the math image conversion access process.
To begin the process to learn how to convert math images into accessible Word documents for students with accessibility needs, Dr. Robinson gives step-by-step video instruction using “Windows + Shift + S” to capture the image and then select “Convert Image to Doc” using the clipboard in Mathkicker.AI. This method is particularly useful for large documents. Once converted, the image opens in Word, where it is important to enable editing with F6. She advises saving the document with a simple name, like “Line Work,” and placing it in the downloads folder from Mathkicker.AI.
Dr. Robinson demonstrates how to work side-by-side with the original image and the converted document. By adjusting the zoom to 200%, transcribers can compare the math accurately. She notes that sometimes images may contain extra elements, like a punched hole, which the software might misinterpret. These should be corrected during math image conversion for access.
Accuracy for Math image conversion access
For further accuracy, Dr. Robinson recommends using alternative text (alt text) for the graphic line. This helps students and sighted individuals, such as teachers or parents, understand the content. She explains that leaving the graphic in the document with added alt text is beneficial. A user can add the braille Math editor into use in WORD also for more options or even using EXCEL.
Moving to more complex math for math image conversion access, she instructs on using the Desmos graphing calculator. Students can use “Alt + Print Screen” to capture and paste graphs into the Word document. Describing shaded areas or specific graph features is crucial for clarity. Finally, Dr. Robinson shows how Math Kicker efficiently converts math into text, creating clean, accessible documents. This method, combining math image conversion access and alt text descriptions, significantly speeds up the transcription process while ensuring students receive accurate, accessible math content. Dr. Robinson concludes by encouraging transcribers to reach out with any further questions. At times, you need to adjust Margins, etc.
Dr. Robinson demonstrates how to use MathKicker.AI to complete various types of math with NVDA and UEB math. She begins by accessing a math problem in HTML format through a browser. Using outdated software, including NVDA on Windows 10, she shows how even older technology can effectively handle advanced math tasks.
First, Dr. Robinson opens a math problem in Firefox, which currently translates math perfectly. She presses “Control + P” to print the page as a PDF, saving it to her downloads folder. Next, she switches to Chrome using “Windows + 3” and opens Math Kicker.AI, a tool designed for converting math problems. She uses the “Alt + C” command to start the conversion process.
She navigates through MathKicker’s options using the applications key and selects UEB math code with NVDA commands. After selecting the PDF file, she waits for two chimes, indicating the conversion is complete. To begin solving the problem, she turns off the virtual cursor, moves to the problem area, and uses the “F2” key to break down the equation into individual components.
She demonstrates how to solve the problem step by step, using commands like “Alt + B” to apply operations to both sides of the equation. She also uses “Control + R” to replace specific elements in the equation, simplifying the problem as she goes. After completing the math problem, she presses “F9” to review the LaTeX code, reinforcing her understanding of the math.
Dr. Robinson explains how these steps ensure that even visually impaired students can solve advanced math problems with outdated technology. She emphasizes that Math Kicker.AI, combined with NVDA, allows for accurate UEB math transcription, making it accessible to a global audience. She concludes by encouraging viewers to use these methods to handle any type of math problem effectively. More NVDA and UEB Math videos here.
After installing MathCAT, Dr. Robinson begins demonstrating basic math commands in Word. She starts by pressing “Alt + Equals” to insert an equation, then types a simple addition problem, such as “1 + 2 = 3.” She checks the Braille viewer to confirm that the equation displays correctly in UEB math. Using the arrow keys, she navigates through the equation, ensuring each character is correctly interpreted.
Next, she demonstrates more complex equations. For example, she types “2x + 3 = 11” and highlights how NVDA reads the equation character by character. She emphasizes the importance of using arrow keys to review the entire equation, especially for those who rely solely on auditory feedback.
LaTex and more Advanced MathCat NVDA in WORD Options
Dr. Robinson also shows how to input advanced math symbols like the times sign and division symbol using backslash commands, such as “\times” and “\div.” She explains how these symbols are visually represented and confirms their accuracy in the Braille viewer.
To demonstrate radicals, she uses the “\sqrt” command to insert a square root symbol, followed by an expression like “\sqrt{x+1} = 3.” She guides users through the process of checking and navigating through the equation using the arrow keys.
Finally, Dr. Robinson addresses potential issues with inserting equations, such as when “Alt + Equals” doesn’t work correctly. She advises using “Alt + N” and navigating through the ribbon to insert equations manually if needed.
This tutorial provides a guide for performing UEB math in Word using NVDA, ensuring accurate and accessible math solutions for users with visual impairments.
Dr. Robinson provides a detailed guide on completing a quadratic formula in Microsoft Word using UEB math and JAWS screen reader. She breaks down each step, ensuring users can follow along and understand how to effectively utilize the powerful math editor in Word with JAWS.
Dr. Robinson begins the tutorial by explaining how to setup JAWS, for UEB math. She guides users through configuring JAWS settings to ensure correct output in the math editor. For additional help with settings, users can refer to a previous video.
After the setup, Dr. Robinson demonstrates how to open the math editor in Word using “Alt + Equals.” This command opens the editor, allowing users to start inputting equations. She explains that users will enter the quadratic formula character by character, ensuring they follow along slowly.
To illustrate, Dr. Robinson uses the example A = 1, B = -8, and C = 7. She guides users in entering this formula into the editor, stressing the importance of accuracy and correct use of parentheses. Parentheses are crucial for ensuring the editor interprets the formula correctly, especially with complex expressions.
Navigate Equation Editor in WORD
Next, she shows how to navigate Word’s ribbon using “Alt + J” to access the equation tools. Once there, users can select the quadratic formula from the options. Dr. Robinson encourages users to explore other built-in equations in Word, as they can simplify creating complex mathematical expressions.
While inputting the quadratic formula, Dr. Robinson demonstrates how to use “Alt + J + C” to convert the formula from linear to professional format. This conversion makes the equation visually appealing and easy to read, which is important when sharing or printing the document.
Throughout the tutorial, Dr. Robinson emphasizes showing every step of the equation-solving process. She explains how to break down the quadratic formula into components using the math editor, making each step clear and easy to follow. This approach helps users understand the logic behind solving quadratic equations and reinforces the importance of accuracy.
Troubleshoot common Issues
Finally, Dr. Robinson offers tips on troubleshooting common issues for UEB math and JAWS, like automatic capitalization in Word. She shows how to adjust autocorrect settings to prevent unwanted changes in mathematical expressions, ensuring equations remain correct and properly formatted.
By the end of the tutorial, users understand how to complete a quadratic formula in Word using UEB math and JAWS. Dr. Robinson’s clear instructions and focus on accuracy make this an essential resource for improving skills in assistive technology for math tasks. Users can continue learning in creating graphs in excel.
In this video, Dr. Robinson begins by demonstrating how to use MathKicker.ai with screen readers like JAWS or NVDA. She focuses on solving quadratic equations. First, she shows how to handle graphics that are not accessible to screen readers. By using the “Applications” key and selecting “Copy Image,” users can paste the image into MathKicker using “Alt + V.” The system converts the image into readable math, confirmed by two chimes.
Dr. Robinson then guides users to navigate and manipulate the quadratic equation in MathKicker.ai with screen reader. She demonstrates how to move constants to the other side of the equation using “Control + Right Arrow.” Next, she explains the process of completing the square by taking half the coefficient of x, squaring it, and applying it to both sides with “Alt + B” and entering the value.
She continues by rewriting the equation as a perfect square, using “Control + R” to replace terms in MathKicker.ai with screen reader. She shows how to take the square root of both sides with “Alt + B” and using “R” for radical. The process involves replacing the square root with the exact values, ensuring each step is clear and accurate.
Throughout the MathKicker.ai with screen reader tutorial, Dr. Robinson emphasizes using keyboard commands to navigate and solve the equation. She also highlights how users can submit their work to their teachers directly from MathKicker by using the “Applications” key and selecting “Submit Work to My Teacher.” See more lessons on Mathkicker.AI with Jaws or NVDA.
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 introduces Mathify, now called Mathkicker.AI, an AI program designed to convert inaccessible math content into accessible formats. This tool is especially beneficial for the blind community, providing a solution for one of the most challenging aspects of accessible education: converting math from inaccessible formats into usable, accessible ones.
In this tutorial, Dr. Robinson demonstrates how to use Mathify to convert a PDF image file into a DOCX file. She focuses on a table of math, one of the most problematic types of files to translate. Dr. Robinson opens the file, which prompts a save and loads in a private window. This process is typically faster in a standard window.
As the document loads, Mathkicker.AI effectively transforms the original images of X and Y tables into accessible tables. These tables allow students to later convert them into graphs, giving them the ability to independently create and emboss their graphs. Dr. Robinson scrolls through the document, highlighting the images now converted into accurate math tables. Small squares around each equation make them easily identifiable.
She explains that students can use the “Alt + Equals” command in Word’s math editor to navigate to the last cell in the table and type out their equations. This feature highlights how Mathify translates PDFs into accessible, editable text. The original PDF is titled “Equivalent Ratios Practice Number One.” It converts successfully into clear and accessible text.
Now a New Mathkicker Editor
Dr. Robinson emphasizes that Mathkicker AI continues to improve with user feedback. She notes her preference for left alignment and how the program adapts to these preferences. Despite being a new tool, Mathkicker excels at handling math and other content, making it a versatile resource. Dr. Robinson encourages viewers to use Mathkicker and look forward to more tutorials, as the program has continued to evolve and improve utilizing a Mathkicker editor now.
Dr. Robinson demonstrates how to solve multi-line algebra problems using the Braille Math Editor (BME) in JAWS with a braille display. She explains that this method is effective for any multi-line mathematics problem, where isolating variables like x is essential. To start, Dr. Robinson reviews the equation by moving through the text using the up arrow key. She listens to the equation read aloud by JAWS and then enters the Braille Math Editor in Word. This setup is key for mastering Braille Math in Word.
Specific Braille Commands to solve Multi-Line Algebra Problems
Dr. Robinson uses specific braille commands to navigate and edit the math content. She mentions that the transcriber typically uses Alt + Equals to ensure the math is perfectly formatted for the student. She also highlights the importance of using a braille display in Word to solve Braille Math problems. It allows users to follow the dots more easily compared to relying solely on auditory cues from JAWS, enhancing the experience of doing Algebra in Braille Math in Word.
Input commas to separate lines
As she progresses, Dr. Robinson inputs commas between steps to maintain clarity in the solution process. This practice enables her to review the steps effectively on the braille display. She demonstrates how to correct mistakes quickly using the arrow or router keys. Dr. Robinson explains the importance of using fraction marks and how specific commands help navigate fractions within BME in Word. Such details are part of mastering Braille Math in Word.
Toward the end, Dr. Robinson checks her work by moving up and down the lines in the document. She quickly identifies a mistake, corrects it, and emphasizes how easy it is to make corrections with this setup. Dr. Robinson advises students considering a math career to invest in a braille display with at least 40 cells. For the best experience, she recommends choosing a display with 80 cells, especially when working on Braille Math in Word.
In conclusion, Dr. Robinson effectively shows how to use the Braille Math Editor and JAWS to solve multi-line algebra problems. This method provides a clear and accessible way for blind students to engage in complex math tasks. It ensures both accuracy and efficiency in their work, showing the importance of mastering Braille Math in Word. Here is another student completing Math in the Braille Math Editor, then to advanced math in WORD to UEB Math.
Dr. Robinson demonstrates how to complete multi-level math in WORD using Braille Math Editor with JAWS. She used an algebra problem as an example. She explains that this method applies to several types of math problems. First, she highlights how transcriptionists or students can prepare algebra equations using the Alt + Equals command to insert math symbols directly in Word. Once the equation is ready, the blind student can easily solve it using a Focus 40 Braille display.
Dr. Robinson shows how students can work within the Braille Math Editor. By pressing Insert + Space followed by Shift + Equals, the editor opens, and the math problem appears ready for solving. She mentions that students can choose between Nemeth code or Computer Braille, depending on their preference. Both modes allow for precise calculations and input, enabling them to complete multi-level math problems efficiently across multiple levels.
As the student works through the problem, they can use Braille commands like 4-5-6 Space to navigate to the end of the problem and add a dot 6 for separating steps with commas. This method keeps the equation organized, allowing the student to solve the problem in multiple lines, just as their sighted peers would. By checking the Braille display frequently, students ensure accuracy while solving multi-level math equations and maintaining neatness.
Finalizing and Reviewing Work to complete multi-level math
Once the math is complete, the student hits Enter to insert the solution into Microsoft Word. Dr. Robinson uses Ctrl + L to align the text to the left after confirming correct spacing and formatting. She resolves errors, such as unnecessary commas or misalignments, by reviewing each line. Editing line by line ensures the final product is both clean and accurate. The process concludes with a perfectly formatted, multi-level math solution, efficiently done using the Braille Math Editor, thus completing the task effectively.
This setup provides blind students with the tools to complete complex multi-level math work just like their peers, ensuring accessibility and ease in academic settings. More math lessons here.
Dr. Robinson demonstrates how to use the Jaws Braille Math Editor for solving basic math problems. She begins by explaining the process of opening the editor using 3-7-4-6 space on the braille display. This command quickly opens the Jaws Braille Math Editor for users.
Once in the editor, she types “10 + 5 = 15” to show how math expressions are entered. The math editor automatically adds number signs before each number, ensuring the correct format. To hear the result, Dr. Robinson uses Insert + F1 for help and demonstrates how to navigate through the equation.
Next, she solves “20 + 5 = 25” and reminds students to carefully check for the number signs before each number. Dr. Robinson encourages the use of both hands when reading math, emphasizing the importance of tactile practice with the right hand and left hand.
Braille Math Editor Solution
She continues by solving additional problems, such as “30 + 6 = 36” and “40 + 7 = 47.” Each time, she reinforces the process of reading and checking the work with both hands. For every problem, Dr. Robinson ensures that students follow the correct commands to enter the math expression, then press Enter to insert the answer into Microsoft Word. The session effectively shows the benefits of using the Jaws Braille Math Editor.
Throughout the session, Dr. Robinson emphasizes the value of continuous practice and careful attention to the tactile input. She concludes the lesson with a final problem, “50 + 8 = 58,” guiding students through the steps of reading, checking, and inserting the equation. The Braille Math Editor, combined with the commands in JAWS, offers blind students a seamless way to solve and verify math problems independently.
Dr. Robinson introduces a lesson on using Microsoft Excel to solve math work, specifically focusing on inequalities and graphs. She begins by guiding students on how to put Excel in focus to tackle various math problems in Excel. This helps students to optimize their math work in Excel effectively. Next, she instructs them to create a template using a number line. To insert symbols like less than or greater than signs, students use the Alt + N and then U commands to insert bullets or symbols.
For students with a numpad, Alt + 7 and Alt + 9 quickly insert a hollow or solid bullet, respectively. For those without a numpad, they can use the Insert + Symbols option. Students then align their number line by inserting a bullet in the middle, ensuring four dashes on each side for perfect centering when solving math work in Excel.
To center content, students use the Applications key and press F. They adjust the horizontal and vertical alignment to ensure everything is perfectly centered. This is a useful step when handling math problems in Excel. After completing their problems, students select the content using Shift + Right Arrow and copy it using Ctrl + C. This entire process enhances their skills in doing math work in Excel.
When pasting into Microsoft Word with Ctrl + V, students have various formatting options. By pressing the Control key and right arrow, they can select different formatting options for their pasted content. They can also Alt H to home and V to paste and right arrow through options. This flexibility allows blind students to format and customize their graphs just like their sighted peers when solving math problems in Excel. After the student pastes an image, they press the Applications key and up arrow to select Alt Text and type the description. Once they finish typing, they press Ctrl + Space and C to close the navigation pane and return to the document.
Dr. Robinson concludes by showing examples of completed math problems in Excel and graphs, demonstrating how well-formatted the number lines and inequalities look. Blind students can confidently create hollow and solid bullets, as well as inequalities, just like other students, thanks to the accessible features in Excel. This process ensures they stay engaged in their learning, achieving the same results as their peers when doing math work in Excel. Make sure your display is working well.
JEFFERSON COUNTY, Tenn. As school resumed, a Jefferson County student waited weeks for an important textbook to arrive from out of state. This doesn’t seem like a big deal, except it’s a calculus book for Math for blind students and it’s written in Braille. Campbell Rutherford is a home school student in Jefferson County.
She started homeschooling with a teacher for the visually impaired because math for blind students was no longer available in the local school district. Campbell was born blind and has been reading braille since she was 3 years old. “I rely completely on braille and screen readers to access the printed word,” she said. Campbell, accustomed to reading Braille, competes in state Braille reading competitions yearly and has even reached nationals. So naturally, she’d like to be able to read her textbooks in Braille.
Because each page has to be embossed with the Braille indentations, Campbell’s textbooks are huge. Here’s her AP physics book. All these binders are one book for Math for blind students, containing everything in the print book next to it, just in Braille.
Credit: Liza Rutherford: Campbell Rutherford stands with her AP Physics book in Braille of 25 volumes of 11 x11.5 size, next to the book in print of 2 inches thick.
“I used to have to borrow a truck to go get her books,” said her mom, Liza Rutherford. Braille books are larger because the text must be big enough for readers to feel with their fingertips. A standard physics book may have four graphs on one page, but in Braille, each graph requires its own page. The National Braille Press reported about 12 percent of blind school-age students can read Braille, limiting access to advanced textbooks.
NO AP Math Books
There were no Braille AP calculus books in the state of Tennessee. The Rutherford’s worked with the Tennessee School for the Blind to find this 20-year-old edition from Maryland. Campbell said schools often discourage visually impaired students from taking challenging courses. “I have friends that, when they’re struggling with Math, they’ve been told, ‘it’s okay that blind people aren’t good at math typically,’” said Campbell.
Credit: Liza Rutherford-Campbell Rutherford’s calculus book in Braille of 32 volumes of 11 x11.5 size, by to the book in print of 2 inches thick..
Campbell plans to major in math in college and go into epidemiology. She said it’s those low expectations that hinder her and others the most, not her lack of vision. “We even had an administrator at one point come to me and say, ‘does Campbell really need a high school diploma for her adult life?’” said her mom Liza Rutherford. “That’s probably the one that’s infuriated me the most over the years,” said Campbell.
Lack of Advanced Placement (AP) Math for blind students Books
The National Federation for the Blind reported only 31.6 percent of blind individuals hold a high school diploma or GED. The Rutherford’s believe a shortage of teachers for the visually impaired adds to this problem.
Credit: Liza Rutherford: A mathematical graph transcribed in Braille.
They are hopeful that as technology spreads, more blind students will have the educational access they need. “There are other ways of doing things besides the sighted way or the able way,” said Campbell. Campbell connected with a blind math professor from Connecticut who assists her with any course-related questions. She took AP physics and AP calculus with a proctor who will describe the graphs and record her multiple-choice answers.
Math for all ages, Math Team, Dr. Robinson, along with Professor Betsey, Campbell Rutherford (teacher intern), led the session. Nate Kile (Access Tech Specialist) was the moderator. Math Team emphasized the importance of ensuring blind students can access their technology independently and efficiently. Nate Kile assisted by handling participant questions during the presentation, allowing attendees to type inquiries in the Zoom chat box. Mr Kile would ask the Math Team from the virtual attendees.
Each presenter built on the others’ lessons. Dr. Robinson began with elementary math training skills and how JAWS and other assistive technologies play crucial roles in blind students’ education. Teaching math for all ages, she typed out typically math problems in elementary school to show audience how easily math is completed in WORD. Nate provided opportunities for participants to unmute themselves using Alt + A or Alt + M to ask questions.
Math for all Ages: Dr Robinson
The Math Team turned off their videos to optimize bandwidth. When teaching virtually, turning off video offers better bandwidth for a flow of uninterrupted instruction. Dr. Robinson started the discussion by running JAWS, a screen reader. She explained how to troubleshoot JAWS issues, recommending minimizing programs and restarting the software for optimal performance.
The session highlighted key JAWS commands, such as Windows + D for quick access to the desktop. Dr. Robinson demonstrated how blind students could use Braille displays for math, including Nemeth code. She showed how blind students control their computers by personalizing settings like screen readers and Bluetooth. Customizing the setup is essential for supporting math learning at all ages.
Math for all ages math formulas in Word
Math for all Ages: Professor Betsey
Professor Betsey demonstrated how to effectively use Braille displays, including advanced setups for students. She went into MathType and LaTex and how to use advanced Math techniques to accomplish all math levels. She emphasized the importance of maintaining accessibility and autonomy for students through personalized settings. As a college-level math professor, she explains that using a PC for math enables full inclusion of blind students. Prof. Betsey emphasizes that this technology allows blind students to participate equally in all aspects of their education. This approach supports the goal of providing math for all ages.
Math for all Ages: Campbell
Campbell Rutherford, a teacher intern, demonstrated how to integrate graphing and mathematical functions using accessible technology for blind students. Campbell began by demonstrating how to write a function in Word using LaTeX. She then transitioned to graphing that function in Desmos, an online graphing calculator. Using her braille display and screen reader, she input and analyzed the graph. Campbell explained how blind students can explore mathematical properties like intercepts and undefined points. After reviewing the graph, she took a screenshot and pasted it into a Word document. This tied together the written mathematical properties and the visual representation. Throughout, Campbell stressed the importance of accessible math for students of all ages.
Throughout the session, the Math Team emphasized the importance of managing constant software updates. They explained how providing local admin rights empowers students to update their programs and devices independently. This in-turn prepares them for both academic success and future employment. The TechVision team’s approach ensures that students can fully access their education and maintain control of their technology. This ultimately sets them up for long-term success but especially the STEM field. More Math Lessons here:
To use MathType and LaTeX with screen readers like JAWS or NVDA, you can easily create and render math formulas directly in Word or Google Docs. Here’s how to get started with MathType in both platforms and some important points for using LaTeX commands.
MathType in Word:
Download MathType: First, download and install MathType as an add-on for Word. This will allow you to use LaTeX commands within your Word documents.
Using Alt = for Equations:
In Word, pressing Alt + = will activate the equation editor, allowing you to type math formulas using LaTeX-like syntax without needing the dollar signs ($).
For example, to render c2=a2+b2c^2 = a^2 + b^2c2=a2+b2, you would type c^2=a^2+b^2 after pressing Alt + =.
Similarly, you can use Alt + = to write other formulas such as Aπ2A\pi^2Aπ2 (A\pi^2) or y=x+1x−1y = \frac{x+1}{x-1}y=x−1x+1 (y=\frac{x+1}{x-1}).
Limits of Alt = in Word: Some complex LaTeX functions, like angles or fourth roots, may not work with Alt + = in Word. For example:
Cannot do: ∠x≅∠y\angle x \cong \angle y∠x≅∠y or 164=2\sqrt[4]{16} = 2416=2.
These types of formulas will require MathType directly or a different approach.
Examples That Work with Alt =: You can successfully use Alt + = for the following examples:
y=x−2y = \sqrt{x-2}y=x−2
A3A_3A3 for subscripts
(r2)(r^2)(r2)
Nested fractions like 122\frac{\frac{1}{2}}{2}221
Visual Rendering after you press enter in WORD for MathType with screen readers-LaTex
Latex is typed out and this is the visual rendering of the LaTex from Mathtype
MathType in Google Docs-though can give challenges based on technology:
Add MathType Add-on: In Google Docs, go to Add-ons and download MathType. This will allow you to use LaTeX commands by rendering them in the document.
Rendering LaTeX: After adding MathType, press Alt + N to access the add-on, then choose LaTeX. From there, start typing your equations and press enter to render them. Examples:
2+33−y\frac{2+3}{3-y}3−y2+3
c2=a2+b2c^2 = a^2 + b^2c2=a2+b2
y=x+1x−1y = \frac{x+1}{x-1}y=x−1x+1
y=x−2y = \sqrt{x-2}y=x−2
Complex Equations: More complex LaTeX functions, such as 164=2\sqrt[4]{16} = 2416=2 and LATEXISFUN\mathcal{LATEX IS FUN}LATEXISFUN, can also be rendered in Google Docs using MathType.
Visual rendering of math after translation of LaTex in Docs using mathtype addon
By using Alt + = in Word and MathType in Google Docs (but be aware there may be issues in Docs), you can seamlessly render a variety of math formulas and equations with ease. Screen readers like JAWS and NVDA will effectively read these equations, enhancing accessibility for blind and visually impaired students.
MathType(LaTex) Alt = in WORD will render formulas to Math see below
Navigating IXL with a screen reader like JAWS allows blind students to access educational content easily. Using specific keyboard commands enables quick access to various elements on the page. For example, pressing H moves between headings, helping students locate sections in lessons or practice activities. When working on subtraction exercises in Focus 40 IXL, pressing B navigates to buttons like “Submit” or “Check Answer,” allowing students to interact with controls smoothly.
Another helpful command is Insert + F7, which opens a list of links on the page. This makes moving between sections, such as practice questions and feedback, more efficient. Students can also use F to quickly jump to answer boxes or search fields. To read questions or instructions, pressing Insert + Up Arrow reads the current line, while Ctrl + Down Arrow skips ahead to the next section when working on Focus 40 IXL subtraction.
JAWS Navigation Commands
By using these commands, students navigate IXL independently, completing exercises and reviewing answers efficiently. The screen reader provides real-time feedback, guiding students as they interact with IXL’s educational content related to subtraction problems. This empowers students to fully engage in their learning experience.
Essential IXL keyboard commands for navigating with JAWS:
Navigate headings: Press H to jump between headings, allowing you to quickly move through sections of the page during subtraction practice.
Navigate links: Use Insert + F7 to bring up a list of all links, and then use the arrow keys to select the desired one.
Move to next button: Press B to navigate through buttons on the screen, such as “Submit” or “Check Answer” while working on subtraction in Focus 40 IXL.
Move to form fields: Use F to jump between input fields, such as answer boxes or search fields.
Navigate by list: Press L to move through lists of questions or answer choices, ensuring efficient navigation during subtraction lessons.
Read the current line: Press Insert + Up Arrow to read the current line, useful for verifying questions or feedback.
Repeat the last spoken phrase: Use Insert + 5 on the numpad to repeat the last spoken message.
Skip to the next section: Press Ctrl + Down Arrow to quickly skip paragraphs and reach the next section of text, which can be especially useful in Focus 40 IXL subtraction lessons.
Focus Display Commands
Navigating IXL subtraction math using the Focus 40 Braille Display and JAWS enhances accessibility for blind students. By combining keyboard commands and tactile feedback, students can efficiently work through subtraction problems. Solving subtraction on a display is also easier than just audio feedback. Pressing H on the keyboard or using the Router Keys on the Focus 40 allows them to jump between headings, locating sections like instructions or problem sets quickly.
Taylin using Focus 40 Display with 1 finger on left hand and 2 knuckles on right hand
For Focus 40 IXL subtraction problems, students can use E for edit or the Cursor Routing Buttons to jump directly to the answer input fields. As they enter their responses, the Braille display provides real-time feedback, ensuring accuracy. Pressing Insert + Up Arrow or using the Braille Display’s Line Reading feature reads the current subtraction problem, helping students verify their work. To check answers or move to the next problem, they can press B to navigate to buttons like “Submit,” or use the Panning Buttons to scroll through the page.
Focus 40 Braille Display with JAWS
The Focus 40 Braille Display, paired with JAWS, offers students the tactile and auditory support they need to complete all math problems independently in IXL. This combination enhances their confidence and accuracy in solving subtraction problems.
Dr. Betsey Doane shared her experience teaching math for over 50 years and the importance of making math accessible to all students, including those with visual impairments. She began by introducing the software MathType, essential for creating accessible math content. The software integrates into Word and allows users to write math that is accessible to both screen readers and braille displays. Her efforts truly embody the concept of Advanced Math Made Accessible.
Dr. Doane explained the basics of LaTeX, a text-based language used for writing math. She demonstrated how to input and translate common math expressions such as fractions, square roots, and equations using LaTeX in Word. Her instructions included using the Focus 40 Braille Display and ensuring proper configurations for students to view math content in braille. This approach makes advanced math more accessible for everyone.
LaTex using Mathtype to insert perfect Advanced math made accessible
She emphasized the importance of understanding both the visual and non-visual ways of presenting math, highlighting that students need the right software and commands to work effectively. By using LaTeX and MathType, both sighted and blind students can access and solve math problems, ensuring inclusion in any classroom setting. This makes advanced math accessible and easier to understand.
She highlighted the use of MathType software, which integrates seamlessly with Microsoft Word, allowing users to create and present math content that is accessible through screen readers like JAWS and braille displays like the Focus 40. Dr. Doane explained how MathType enables students and educators to write complex equations, such as fractions, square roots, and exponents, in both visual and non-visual formats. This ensures that blind students can access the same content as their sighted peers, making advanced math more accessible.
Advanced Math Made Accessible with LaTex
Dr. Doane also provided an introduction to LaTeX, a powerful text-based language used for writing mathematical expressions. She demonstrated how to write math using LaTeX syntax, such as using backslashes for commands like fractions and square roots. By using LaTeX in Word with MathType, math content can be rendered correctly on both screen readers and braille displays, making it easier for blind students to follow along in class and complete assignments. This is another way to make advanced math accessible.
Furthermore, Dr. Doane stressed the importance of configuring braille displays correctly, ensuring that input is set to computer braille and output is set to grade 2. She provided step-by-step instructions for adjusting these settings on the Focus 40 Braille Display, ensuring that students can navigate math content effectively, contributing to the overall goal of making advanced math accessible.
In conclusion, Dr. Doane encouraged educators to adopt these tools and techniques to create an inclusive learning environment where both sighted and blind students can excel in mathematics. Her detailed instructions and practical advice offer a clear path toward accessible math education for all.
Using Focus 40 Braille Display to do Math Work in Word with Jaws, Kim demonstrates commands in WORD using FOCUS 40 Braille display exclusively. She can control her computer and complete her math work in WORD with just the display.
Here are some essential commands for using the Focus 40 Braille Display to do math in Microsoft Word:
To create a line plot graph in Excel with keyboard commands, first select your data using Shift + Arrow keys. Next, press ALT + N, L to insert a line chart. After the chart appears, press CTRL + 1 to format it. Use ALT + J, T to add a chart title and ALT + J, A, I to add axis titles. This process efficiently creates a line plot graph while using only keyboard commands for input and formatting.
Here is a list of all the commands used in the lesson on how to create a graph and other charts:
Copy and Paste Data: This is fundamental in creating Excel line plot graphs.
Select columns A and B.
CTRL + C: Copy data.
CTRL + V: Paste data into Excel.
Insert an Excel Scatter Plot Graph: Often used before converting to a line plot graph.
ALT + N, D: Insert Scatter Plot (Insert tab and Scatter option).
Add Titles to the Graph: Important for any graph to be understood.
ALT + J, T: Adds a chart title. Type the title and press Enter.
ALT + J, A, I: Adds axis titles. Type the title for the X-axis or Y-axis and press Enter.
Chart Tools for Excel line plot graph
ALT + J: Open Chart Tools Layout tab.
T: Add a chart title.
Choose Above Chart (Arrow keys, Enter).
ALT + J, A, I: Add Axis Titles, essential for creating your graph.
Right Arrow: Select primary horizontal (for X-axis title).
W: Write the title (Enter title).
Repeat ALT + J, A, I for vertical axis title (Y-axis).
Down Arrow: Rotate title, then Enter and type title.
Remove Legend from Excel Line Plot graph to simplify the presentation.
ALT + J, A, L: Remove the Legend.
None: Select “None” to remove the legend.
Copy and Paste Graph to include in your documents.
kaleigh takes images from a PDF and creates Geometry shapes such as vertices in Excel for perfect graphing.
In Excel, you can create vertices (edit points on a line) when working with shapes or lines. Here are the keyboard commands to manipulate vertices:
Always create a table with all pertinant numbers based on the math from your Work. Kaleigh took her work from a PDF and transported it into excel. If you make a space in excel leaving cells empty, you can create 2 intersecting graphs.
Basic Overview of Geometry using Excel Shapes
Insert a Shape:
Press ALT + N, SH to open the Shapes menu.
Use the arrow keys to select a line or shape and press Enter.
Edit Vertices:
Select the shape.
Press Shift + F10 (context menu) and choose “Edit Points” by using the arrow keys and pressing Enter.
Move Vertices:
Use arrow keys to move vertices around once in edit mode.
These steps allow for creating and editing vertices in Excel. More Excel lessons.
Creating Excel Math Graphs is easy if you know the keyboard shortcuts with JAWS screen reader or NVDA. Kaylee starts by opening Excel, ready to plot the data using a scatter plot. First, she selects the A and B columns to copy them. Using the keyboard shortcut Ctrl + C, she copies the data. Once Excel is opened, she selects the cells where the data will be pasted, pressing Ctrl + V. Ensuring more rows are selected than needed, Excel warns if too many cells are selected, but Kaylee confirms the paste by selecting “Yes.”
Creating Excel Math Graphs
With the data ready, Kaylee moves to create a scatter plot graph. She presses Alt + N to access the “Insert” tab, navigating carefully to choose the scatter plot. After accidentally selecting the formula tab, she tries again, successfully inserting the scatter plot this time.
Next, it’s time to add titles to the chart. Kaylee presses Alt + J + L to open the “Chart Layout” options, selecting T to input the chart title. Choosing to place the title above the chart, she moves forward. For the axis titles, she uses Alt + J + A + I to access the “Axis Title” options, adding the horizontal (X) axis title first. She selects W for the primary horizontal axis and types the label. Creating Excel Math Graphs involves repeating the process for the vertical (Y) axis, she selects the “Rotated” option by pressing the down arrow and enters the appropriate title.
Ready to Submit her Excel Plot Math Graph
Kaylee removes the chart legend, which is unnecessary for this excel Plot math graph. Pressing Alt + J + L + L, she selects “None” from the legend options. After exiting the title field by pressing Esc, she copies the finished graph with Ctrl + C and pastes it into a Word document using Ctrl + V. The graph is complete and clean for submission.
Instant shapes for Math using InstaMorph, which is a versatile, reusable thermoplastic that transforms your creative projects. First, you simply heat the InstaMorph beads in hot water until they become moldable. Then, you can shape them with your hands or tools. As it cools, InstaMorph hardens into a strong, durable plastic. This material is perfect for a wide range of applications, including crafting, prototyping, and repairs.
Next, consider the endless possibilities InstaMorph offers. It is not just for Instant shapes for Math, but you can create custom grips, brackets, or even cosplay accessories. Additionally, if you make a mistake, you can reheat and reshape it, making it incredibly forgiving and easy to use. Moreover, InstaMorph can be painted, machined, and carved, allowing for further customization.
Furthermore, InstaMorph is non-toxic and safe for all ages, making it an excellent choice for educational projects and family activities. Its lightweight nature ensures that it is easy to handle and manipulate, even for beginners. Finally, by sharing your InstaMorph creations on social media with the hashtag #InstaMorph, you can join a community of makers and gain inspiration from others.
In conclusion, InstaMorph empowers you to bring your ideas to life with ease and flexibility. Whether you’re a hobbyist, artist, or DIY enthusiast, InstaMorph is the perfect tool to unleash your creativity.
Learn how to do inequalities for math class using Excel and Word with a braille display–for a complete assignment that can be emailed to teacher when done. Additionally, we will cover tips on creating accessible math graphs to ensure all students can engage with the material effectively.
This video Instruction focuses on teaching math problems, specifically inequalities and graphing, using Excel. First, they direct the students to create a template with a number line. The students then insert information using less than and greater than symbols. For instance, to show a less than symbol, they use nine dashes, with each dash representing a unit. Also try Desmos for graphing online.
Next, the students insert bullets. If they have a numpad, they use Alt+7 for a hollow bullet and Alt+9 for a solid bullet. If not, they manually insert symbols via the insert menu. The students place the bullets on the number line, ensuring they are centered by putting four dashes on each side of the bullet.
To perfectly center the number, the students use the applications key and select the center alignment option or CTRL + E. After completing their problems, they select their work with Shift+Right Arrow and copy it using CTRL+ C. They then paste it into a Microsoft Word document with Ctrl+N and Ctrl+V.
Creating Accessible Math Graphs in Excel
Finally, for creating accessible Math Graphs, the students format their work by navigating through the formatting options with the right arrow key. This process allows blind students to create graphs and inequalities just like their sighted peers. The results are impressive, with perfectly centered number lines and accurately represented inequalities. The more you practice, the closer you become to being an expert in excel.
Watch YouTube video on Creating Accessible Math Graphs
The Math Window® system is a tactile math learning tool that is an innovative teaching tool for blind and visually impaired students. It uses magnetic tiles with Braille and print. This allows students to interact with math problems using tactile methods. Instructors and students can construct and modify equations by arranging these tiles. The board is portable and fits on a student’s desk. It includes a carrying tote for convenience. Available versions cover basic math, algebra, and geometry. Math Window supports Nemeth and UEB Braille standards.
The Math Window® system empowers students to engage actively with math. This enables them to learn how to output their math work on a computer using WORD. It offers a hands-on, tactile learning experience. The magnetic board and tile system supports understanding math problems in various disciplines. Students can create equations and move the magnetic tiles to explore concepts. They can easily modify or adjust their work as needed. The system’s adaptability allows instructors to personalize lessons. This enhances students’ independence in solving math problems.
Math Window provides two key Braille formats: Nemeth and UEB. This ensures compatibility with the Braille system used by the student. This flexibility makes it accessible in both educational and real-world settings. With tactile interaction, blind students can “see” math equations’ structure. This method builds confidence and encourages students to delve into STEM subjects.
The portability of the Math Window system allows ease of use in classrooms and homes. Instructors benefit from a clear, organized way to present math problems. Students can efficiently explore and manipulate the problems. This increases their engagement with the material. Whether working individually or in groups, the Math Window fosters a collaborative learning environment.
Using tactile math learning tools such as the Math Window, The student ‘visualizes’ the layout of a math formula by exploring it with their fingers.
A Perfect Shot at the Wrong Target does not work-aim for the right target=success
Here is your post with the accurate Matt Emmons lesson worked in:
Matt Emmons was one of the best marksmen in the world.
At the 2004 Athens Olympics, he was positioned to win gold. All he needed was one final shot.
He aimed. And fired. He hit a bullseye.
But it was the wrong target.
The shot was perfect, but it did not count.
That mistake cost him the gold medal in that event, but it did not end his story. He kept competing and later won more Olympic medals.
That part matters too.
A perfect shot at the wrong target can cost you greatly, but it does not have to end your future.
That same lesson matters in access technology.
A blind student can become very skilled with a tool, but if that tool does not prepare them for college, employment, documents, math, email, file management, and real-world digital work with peers, they may be aiming at the wrong target.
A tablet or note-taker may support some tasks.
But the world runs on computers and it takes a good decade of instruction from a skilled access tech instructor to teach all the skills needed.
Students need PC skills, screen reader skills, keyboard commands, Word, Google tools, braille displays, file management, and real digital workflows just as their peers.
The goal is not just completing today’s assignment.
The goal is access to college, employment, independence, and a future with options.
A perfect shot only counts when it hits the right target and prepares the student for a stronger future.
At TechVision, blind and low vision students learn how to access education in real time using the same technology and workflow skills required in school, college, work, and life so they can keep pace with their peers independently and confidently.
When instruction begins as early as 3 years of age, students often develop the foundational technology, braille, and academic access skills necessary to progress alongside peers from the very beginning rather than spending years trying to catch up later. Even students who begin later often make remarkable gains and can frequently close significant skill gaps within 1–2 years through intensive real-time instruction and consistent access to technology instruction.
Our students do not simply learn isolated technology commands. They learn how to actively use assistive technology while completing real academic work alongside their peers.
Through live instruction, students develop:
screen reader proficiency using JAWS, NVDA, Narrator, and VoiceOver
braille display fluency using Focus Braille Displays
accessible math and science skills using Word Math Editor, Braille Math Editor, LaTex and Nemeth Code
Canvas, Google Classroom and Office 365 accessibility and all platforms
tactile graphics and STEM access skills
keyboarding and digital workflow independence
file management and organization skills
independent problem solving using real classroom materials
and so much more
Working closely within schools and families, Access Technology Instruction occurs both during live classroom participation and through dedicated 1-on-1 instructional sessions focused on building independence, long-term success, and the ability to independently complete daily assignments and plan workload responsibilities throughout the school week.
Our team includes both blind and sighted instructors with extensive experience using the same technology students are expected to master. This real-world expertise allows instruction to move beyond theory into practical daily application.
Accessibility is not about completing work later. Access is Inclusion.
TechVision continues teaching blind and low vision students around the world through remote instruction designed to build confidence, independence, and meaningful academic access.
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
K–12 isn’t just panicking — they’re in a full‑scale scramble, and for reasons that are even more urgent than higher ed. The DOJ’s Title II rule hits K–12 systems right where they’re already stretched thin: staffing, training, legacy content, and compliance culture.
Here’s the landscape, laid out clearly and grounded in what districts are now realizing.
Why K–12 districts are suddenly alarmed about the Title II WCAG 2.1 rule
1. Districts assumed “accommodations” were enough — now they’re not
For decades, K–12 has relied on:
TVIs to “fix” inaccessible content
Disability services to retrofit materials
Parents to advocate
Students to “make do”
The new rule requires proactive accessibility, not reactive fixes. That’s a seismic shift.
2. K–12 has enormous accessibility debt — bigger than higher ed in some ways
Districts are realizing they must remediate:
Thousands of PDFs
Teacher‑made worksheets
Google Classroom content
LMS modules
Vendor platforms
Parent portals
IEP systems
School websites
Mobile apps
Most of this content was never designed with WCAG in mind.
3. Teachers generate inaccessible content every single day
This is the part that’s scaring administrators.
Every day teachers create:
Google Docs
Slides
Worksheets
Videos
Scanned PDFs
Classroom posts
Almost none of it meets WCAG 2.1 AA. And now it legally must.
4. Districts don’t have accessibility governance
Most K–12 systems lack:
A digital accessibility policy
A compliance officer
A remediation workflow
A content review process
Training for staff
A way to monitor thousands of pages
They’re realizing they need infrastructure, not just training.
5. Vendors are a huge liability
Districts rely on:
Curriculum platforms
Assessment systems
Parent communication apps
Scheduling tools
Payment portals
Transportation apps
Many of these tools are not WCAG 2.1 AA compliant, and the DOJ rule makes the district responsible for the accessibility of third‑party tools.
This is causing real panic.
6. The deadlines are tight for K–12 too
Large districts (50,000+ population) must comply by April 2026. Smaller districts by April 2027.
Given the volume of content and the lack of staff, these timelines feel impossible to many administrators.
7. OCR complaints are already rising
Families are becoming more aware of their rights. Advocacy groups are watching. Blind/low‑vision access issues are among the most common complaints.
Districts know enforcement is coming.
What this means for an accessible world
This rule gives you extraordinary leverage because it legally validates everything people have been advocating for so long:
Real‑time access
Non-visual design
Proper alt text
Accessible math (Nemeth, tactile, digital)
Keyboard‑only navigation
Accessible PDFs
Structured documents
Captioned and described media
Accessible learning platforms
Districts can no longer say: “Just give the student an accommodation.” or “We’ll fix it when needed.”
As Our team teaches blind low vision, this article is directed toward that population but this is true for ALL populations of children.
For decades, blind and low‑vision students have been expected to “make do” with inaccessible schoolwork, delayed accommodations, and digital tools that were never designed for them. Parents have fought and Teachers of the visually impaired have patched and remediated-transcribed work until late in the evenings. Students have worked twice as hard for half the access.
But now, everything is changing.
In April 2024, the U.S. Department of Justice issued a landmark update to Title II of the Americans with Disabilities Act, requiring all state and local governments — including every public school district in the country — to make their websites, digital learning platforms, documents, and mobile apps accessible by following WCAG 2.1 Level AA.
This is not guidance or a suggestion. This is federal law.
And for the first time, our children have a clear, enforceable right to full, equal, real‑time access to their education.
Why this rule matters so much for blind and low‑vision students
Blind and low‑vision students have always been the most impacted by inaccessible digital content. When a worksheet is posted as an image, when a math assignment is scanned sideways, when a teacher uploads a PDF with no tags, when a learning platform isn’t keyboard accessible — that student is locked out.
The new rule changes that.
WCAG 2.1 AA requires schools to ensure:
All images have alt text
All documents are structured for screen readers
All videos have captions and audio description
All platforms work with keyboard navigation
All math and STEM content is accessible
All mobile apps are operable for non-visual users
All content is perceivable, operable, understandable, and robust
This is the first time the federal government has said, in clear language: “Your digital content must be accessible from the start.”
No more waiting or retrofitting. No more “we’ll fix it later” or “we didn’t know.”
Why schools are scrambling or should be scrambling— and why that’s good news
K–12 districts are suddenly realizing that:
Teachers create inaccessible content every day
Thousands of PDFs and worksheets must be remediated
Google Classroom, Schoology, Canvas, and other platforms must meet WCAG
Vendor tools must be accessible — and the district is responsible if they’re not
They need training, workflows, and accountability
They must comply by 2026 or 2027, depending on district size
This is overwhelming for them — but it’s also the first time blind and low‑vision students have the law fully on their side… as do all students!
So if you hear panic you’re it is not a bad thing. It’s the sound of a system finally being required to do what it should have done all along.
What this means for your child
It means your child has the right to:
Access their schoolwork at the same time as their peers
Use screen readers, magnification, braille displays, and other tools without barriers
Receive accessible math, science, and STEM content
Navigate school websites and portals independently
Access digital textbooks and curriculum materials
Participate fully in online learning
Receive materials in formats that work for them — every time
This is not optional. Or “if the teacher has time.” This is not “if the district can figure it out.”
This is their legal right.
What this means for teachers
Teachers are not expected to become accessibility experts overnight. But they are expected to learn the basics of accessible digital design — and districts are required to train them.
This rule gives teachers clarity, structure, and support. It gives them a roadmap. It gives them permission to slow down and do things right.
And it gives them the tools to reach every learner, not just those who can see the screen.
What this means for TVIs and accessibility professionals
For years, TVIs have been forced into the role of “fixer” — remediating inaccessible content after the fact, often late at night, often under pressure, often without the authority to change the system.
This rule changes your role.
You are no longer the emergency repair technician. You are now the accessibility leader your district must rely on.
Your expertise is finally recognized as essential, not optional.
Why this is a moment of hope
For the first time in U.S. history, blind and low‑vision (and all) students have a federal rule that:
Names the standard
Sets the deadlines
Defines the expectations
Holds districts accountable
Protects students’ right to equal access
This is the beginning of a new era — one where our children can learn, participate, and thrive without barriers.
And for families who have spent years advocating, fighting, and explaining the same issues over and over, this rule is a long‑awaited validation:
Your child deserves full access. All children deserve independence. Your child deserves equal opportunity. And now, the law finally backs you up.
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.
A triple rainbow broke through the clouds today, and it reminded the TechVision team of something important. Hope rises when people see that their lives carry meaning, purpose, and design. Hope grows when learners discover skills that restore independence and confidence.
Psalm 139 says God formed each person with intention. He shaped every detail with care. He designed strengths, abilities, and potential long before anyone took a first breath.
Ephesians 2:10 says God prepared good works for each person. Those works remain even when vision changes. Good works remain when technology feels overwhelming. Those works remain when someone wonders what comes next.
Blindness does not remove purpose. Vision loss does not erase calling. Change does not cancel God’s design.
TechVision simply teaches the tools that unlock that purpose. Students learn braille, screen readers, mobility skills, digital math, and the technology that turns possibility into confidence. Adults who lose vision gain the training they need to continue careers, support families, and live independently again.
Each learner walks a different journey, but no one walks it alone. TechVision stands beside them as they rise, learn, adapt, and grow. Every skill strengthens independence. All commands build access. Every lesson opens the door to the life God planned from the beginning.
The God who formed each learner still guides every step. He sees their future clearly. He equips them for good works that matter. Their story continues with strength, dignity, and purpose.
Accessibility opens the world for blind and low-vision people. Access Tech Lessons can help users get the most out of these tools by offering step-by-step guides and support. It removes limits, builds confidence, and gives you real control of your daily life. With the right tools, navigation becomes possible, learning becomes smoother, and work becomes fully accessible.
This page brings together practical lessons that teach you how to use the technology that matters most. Each lesson stays simple, direct, and hands-on so you can learn with confidence. You will explore screen readers, braille displays, iPhone navigation, accessible math tools, and the skills needed to work, study, and travel independently.
As you move through each lesson, your skills will grow, and your world will open. Access becomes freedom. Freedom becomes opportunity. And opportunity builds a future filled with purpose and vision.
Best Computer PC Specs buying Guide for 2025 and beyond: RAM, CPU, SSD, graphics card, gaming and more explained
If you’re planning to buy a computer now, pause before diving into the best PC specs. Keep in mind that dealers often clear out older models during holiday sales. To make sure you know exactly what you’re getting, skip down to the section on ‘Older and Newer Naming’ of laptops.
Specs You Need and PC Details Explained
Memory (RAM): 64 GB DDR5 (4800–5600 MHz, dual channel, expandable to 128 GB on some models). Continue for more detailed advice, for Best Computer Specs Guide.
Storage (SSD): 2 TB PCIe Gen 4 NVMe SSD (blazing fast read/write speeds, optional dual SSDs up to 4–8 TB total)
Display: 14‑inch UHD (3840 × 2160) Mini‑LED, 120 Hz refresh rate, HDR support or 14- 16‑inch OLED, 240 Hz for gaming/creative workloads
Reduce Eye Strain with a High Resolution Curved Screen
Ultra HD / 4K: 3840 × 2160 pixels
8K UHD: 7680 × 4320 pixels
Highest Resolutions Available (2025)
8K UHD (7680 × 4320):
Currently the highest mainstream resolution for TVs and monitors.
It is Extremely sharp, but requires powerful GPUs and large screens to notice the difference.
Best Curved Monitors (2025)
Brand
Best Model
Size / Resolution
Use Case
Key Strengths
Samsung
Odyssey OLED G9
49″ Dual QHD (5120×1440)
Gaming / Immersion
240 Hz refresh, deep 1000R curve, HDR OLED
Dell / Alienware
Alienware AW3425DW
34″ QD‑OLED (3440×1440)
Gaming / Esports
Fast response, vivid colors, G‑Sync Ultimate
Dell UltraSharp
U4025QW
40″ 5K2K (5120×2160)
Productivity / Multitasking
Huge workspace, USB‑C hub, color accuracy
LG
UltraGear 45GR75DC
45″ WQHD (3440×1440)
Gaming / Creative
OLED panel, 240 Hz, immersive ultrawide
HP
E45c G5
45″ Dual QHD (5120×1440)
Productivity / Office
Replaces dual monitors, ergonomic design
Gigabyte
G27FC
27″ Full HD (1920×1080)
Budget Gaming / Entry Level
Affordable, decent curve, FreeSync support
Quick Recommendations
For Gaming Immersion: Samsung Odyssey OLED G9 or Alienware AW3425DW.
For Productivity/Work: Dell UltraSharp U4025QW or HP E45c G5.
For Budget Buyers: Gigabyte G27FC.
For Hybrid Use (Gaming + Creative): LG UltraGear 45GR75DC.
Other items you need for laptop and more USBs for a desktop
Ports & Connectivity:
2 × Thunderbolt 4 / USB‑C
3 × USB‑A 3.2
HDMI 2.1
Ethernet RJ‑45
Wi‑Fi 7 + Bluetooth 5.4
Keyboard: QWERTY keyboard, with Applications/Menu key
Around 4 pounds ≈ 1.81 kilograms.
How to Find Your Computer Specs (Windows 11, December 2025)
1: Using System Settings
Press Windows key + E to open File Explorer.
Press Shift + Tab to move focus to the Navigation Pane.
Arrow down to This PC (usually near the bottom).
Right‑click on This PC and choose Properties (or press Enter).
A window will open showing basic system information, including:
Device name
Processor (CPU)
Installed RAM
System type (32‑bit or 64‑bit)
Windows edition and version
2: Using Settings → About
Press Windows key + I to open Settings.
Navigate to System.
Scroll down and select About.
Under Device specifications, you’ll see:
Processor (CPU)
Installed RAM
Device ID
Product ID
System type
Under Windows specifications, you’ll see:
Edition (e.g., Windows 11 Pro)
Version and build number
3: Advanced Specs (Optional)
For deeper details like graphics card, storage, and drivers:
Press Windows key + R, type dxdiag, and press Enter.
This opens the DirectX Diagnostic Tool, showing CPU, RAM, GPU, and driver versions.
Summary
Basic specs (CPU, RAM, Windows version) → System → About or This PC → Properties.
Detailed specs (graphics card, drivers) → dxdiag.
These steps work with keyboard navigation and are accessible for screen reader users.
Find information in MSINFO32
MSINFO32 is the command that opens the System Information utility in Windows.
It provides a comprehensive overview of your computer’s hardware, software, and system components.
Unlike the simple “About” page, MSINFO32 gives deep technical details useful for troubleshooting, upgrades, or support.
How to Open MSINFO32
Press Windows key + R to open the Run dialog.
Type msinfo32 and press Enter.
The System Information window will appear.
What You’ll See in MSINFO32
System Summary (default view):
OS name and version
System manufacturer and model
Processor type and speed
Installed RAM
BIOS version/date
Boot mode (UEFI or Legacy)
Hardware Resources:
IRQs, DMA, I/O ports, memory addresses
Useful for diagnosing hardware conflicts
Components:
Display (graphics card details)
Storage (drives, controllers)
Network (adapters, protocols)
Input devices
Software Environment:
Loaded drivers
Running tasks
Services
Environment variables
Why It’s Useful
Troubleshooting: Quickly check BIOS version, drivers, and hardware conflicts.
Upgrades: Confirm RAM slots, CPU type, and expansion options.
Support: Export system info to share with IT or tech support.
Memory Details
These values describe how your computer uses RAM (physical memory) and virtual memory:
Installed Physical Memory (RAM): 64.0 GB The total amount of RAM physically installed in your system.
Total Physical Memory: 63.8 GB The usable portion of your installed RAM. A small amount is reserved for system hardware.
Available Physical Memory: 56.2 GB The amount of RAM currently free and available for use by applications and the system.
Total Virtual Memory: 67.8 GB This includes physical RAM plus page file space. Virtual memory allows your system to use disk space as extra memory when RAM is full.
Available Virtual Memory: 58.9 GB The portion of virtual memory that’s currently unused and available.
Page File Space: 4.00 GB The size of the page file (a reserved portion of your hard drive used as virtual memory).
Go to Programs and features and make sure you have all your security and power to run programs so do a find command for “run” and look for your .nets.
What .NET Does for a Computer—let’s just say it IS REALLY IMPORTANT
Runs Applications:it is software framework/platform .NET provides the Common Language Runtime (CLR), which acts like a virtual machine. It takes code written in languages like C#, F#, or VB.NET and makes sure it runs correctly on your computer.
Manages Resources: The CLR handles memory management, security, thread management, and error handling. This means programs don’t have to reinvent these functions — they rely on .NET to do it safely.
Provides Libraries: The Framework Class Library (FCL) is a huge collection of pre‑built code for everyday tasks:
Reading/writing files
Connecting to databases
Networking and internet communication
User interface controls
Math, cryptography, and more
Supports Multiple Languages: Developers can write programs in C#, F#, VB.NET, and others. .NET makes them interoperable, so code written in one language can work with another.
Cross‑Platform Evolution:
Go get those important computer items at: Ninite.com
Beat Graphics card for computers using screen readers or other access technologies: NVIDIA
GRAPHICs card RUN that screen reader–get a good one GAMING computers will get you the specs you need for a screen reader or just regular use
NVIDIA RTX cards dominate the high‑end market with unmatched ray tracing, AI features (DLSS, CUDA, Omniverse), and raw compute power.–the BEST for screen readers and older students–middle school up
AMD Radeon RX cards offer better value for money, strong rasterization performance, and more efficient power use, especially at 1440p and 4K gaming.
The applications key– is KEY of importance-the funny looking horseshoe on a gaming computer or square with lines in it on general computers–it is a right click of a mouse or 1 press of a key.
Basic specifications for a laptop: gaming computer will have the speed and video card needed for performance
Processor (CPU): some use the words i5, i7, i9 but the new words are Ultra 5,7 or 9 on machines–i9 is compared to ultra 9 and so on like this
Intel Naming Shift
Older naming convention (up to 13th Gen): so if you have this then know it is an older model and during holidays, this is what companies are selling cheaply to get rid of–so just be aware–
Intel Core i3, i5, i7, i9
Example: Intel Core i7‑12700H
New naming convention (14th Gen and newer):
Intel Core Ultra 5, Ultra 7, Ultra 9
Example: Intel Core Ultra 9 185H
The “Ultra” branding emphasizes AI acceleration and new architecture (Meteor Lake, Lunar Lake).
How They Compare
Core i5 → Core Ultra 5
Core i7 → Core Ultra 7
Core i9 → Core Ultra 9
Intel Core Ultra 9 285HX (24 cores, up to 5.5 GHz turbo) or AMD Ryzen 9 7945HX (16 cores, up to 5.4 GHz turbo)
Memory (RAM): 64 GB DDR5 (4800–5600 MHz, dual channel, expandable to 128 GB on some models)
Storage (SSD): 1 TB PCIe Gen 4 NVMe SSD (with option for dual SSDs up to 4 TB total)
Display: 17.3‑inch UHD (3840 × 2160) Mini‑LED, 120 Hz refresh rate, HDR support or 16‑inch OLED, 240 Hz for gaming/creative work
Favorite computers for running software such as JAWS, NVDA and other blind ware–You must have HIGH RAM and speed
Top Favorite: ASUS
ASUS Laptop Weights–based on student–
ZenBook Series (ultralight)
New ZenBook A14: as low as 2.18 lbs (0.99 kg)
VivoBook Series (mid‑range everyday use series)
ROG Gaming Series (heavy duty)
Zephyrus G14: ~3.53 lbs (1.6 kg)
Strix G15: ~5.07 lbs (2.3 kg)
Pic of ASUS-ROG-heavier with numpad
Surface Pro-top Favorite
Microsoft Surface Pro Weights–lightest and most powerful of laptops
Surface Pro 3–7: ~1.7 lbs (0.77 kg)
Surface Pro 8–10: ~1.94–1.96 lbs (0.88–0.89 kg)
Surface Pro 11 (latest): ~1.96 lbs (0.89 kg)
Surface Pro X (ARM model): ~1.7 lbs (0.77 kg)
comparing true laptop form factors, ASUS ultrabooks and Surface Laptop models are closer in weight, while Surface Pro remains the lightest option in the 2‑in‑1 category.
Different versions and do not suggest this collapsible one for students, that flips up–just too easy to flip down
Get Surface Pro with a true laptop lid that opens easily
HP computers
Be careful as most do not come with applications key any more–yes you can use Insert F10 but … takes 2 keys to implement a keystroked of right click
HP EliteBook 645 G10 includes a dedicated Applications/Menu key on its keyboard layout.
Build your computer: EliteBook 645 G10 is a lightweight, secure, and efficient business laptop with AMD Ryzen 7000 series power
Processor Options:
AMD Ryzen 5 7530U: 6 cores / 12 threads, up to 4.5 GHz-elementary and middle school
AMD Ryzen 7 7730U: 8 cores / 16 threads, up to 4.5 GHz-high school
These are efficient 7nm chips with solid multitasking and productivity performance.
Graphics:
Integrated AMD Radeon RX Vega 6 GPU
Suitable for office work, media playback, and light graphics tasks
Not designed for gaming or heavy 3D rendering.–but that is fine as that is not why you buy it
Memory:
Configurable up to 64 GB DDR4 RAM
Dual SO-DIMM slots, user-upgradable.
Storage:
PCIe SSD options, typically up to 1 TB
HP HP EliteBook 870 G11 (17‑inch) -4.1 lbs–keep in mind you want a laptop carry case for laptops
High‑Performance PC Laptop Models
HP ZBook Fury 16 G11 – workstation powerhouse for engineering, CAD, and 3D rendering
MSI Raider 18 HX AI – top‑tier gaming laptop with desktop‑class GPU
ASUS ROG Strix G18 / Zephyrus G16 – high‑end gaming and creator laptops
Do NOT overdo bump dots on keyboard to find position for touch typing-then student start counting dots to get to keys–create muscle memory which means you want to have them repeat typing skills–explanation below dot placements.
Place bump dots on keys: 5 and 0 on num row above qwerty keys-backspace is already large
Place dots on F4, F12–if all the keys run together then either F8 or F9. My F keys are broken up in panels from F1 to F4 and F5 to F8 and F9 to F12 so I do not need any bump dots–a gaming keyboard is divided up for speed of access so no bump dots needed
Many computers share the arrow keys with home, end pg up and pg down–only put a bump dot on up arrow to quickly move hand to the right while left hand holds down the FN key and right hand to do the pg up and so forth
Remember, the keyboard already has built in bump dots on f and j so do not place any more bump dots on keys
Dell is not my top choice of a computer but is a fine machine with specs you can get with:
Processors: Intel Core Ultra 7/9 or AMD Ryzen 9 HX — powerful x86 chips for heavy workloads.
Serviceability: Easier to upgrade storage, RAM, and wireless adapters
Memory: Configurable up to 64–128 GB DDR5 RAM, far beyond Surface’s 16–32 GB.
Storage: Options up to 2–8 TB PCIe NVMe SSDs.
Graphics: Dedicated NVIDIA RTX GPUs (e.g., RTX 5090 or workstation Ada cards).
Displays: Larger 16–18″ screens, often 2.5K or 4K OLED, high refresh rates.
Weight: Heavier (≈4 lbs / 1.8 kg), but more versatile for gaming, AI, or workstation tasks.
What I Use on a Daily Basis-I work very long hours
So I do have a Ultra HD / 4K: 3840 × 2160 pixels and it has changed my life with no more headaches from long hours at my screen and always have night light on-if you do not know about this feature, press your windows key and type night and night light will generate–decrease the brightness to more muted colors and it takes out more blue light which reduces eye strain. But the 4k does that by itself, then the night light takes away brightness–I am very light sensitive so light in general causes my eyes pain which gives headaches (I no longer have that issue with the 4k.). I use my screen reader often–hence the needed power in general.
My PC Computer Specs Explained
CLX computers are made by CLX Gaming, which is a division of Cybertron International Inc., a long‑standing U.S. system integrator based in Wichita, Kansas and an incredible company to work with for any product they sell.
About CLX
Founded: January 29, 2016, as a brand under Cybertron International.
Focus: Custom gaming PCs, workstations, and desktops tailored for gamers, content creators, and professionals.
Specialty:
Fully customizable builds (CPU, GPU, RAM, cooling, case design).
Award‑winning custom paint and chassis designs.
Product families named after Egyptian mythology (Ra, Set, Scarab, Horus, Osiris, Anubis).
Support: Free lifetime technical support, up to 3 years parts warranty, and lifetime labor coverage.
Why CLX Stands Out and why I picked it–I could build exactly what I wanted and needed and their service support is exceptional in the industry as if or when you call, you get a person who knows anything you ask.
Customization: You can configure nearly every component, from Intel/AMD CPUs to NVIDIA/AMD GPUs.
Performance: Builds range from mid‑tier gaming rigs to extreme workstations with 64–128 GB RAM and multi‑GPU setups.
Design: Known for bold, artistic case designs and RGB lighting.
Reliability: As part of Cybertron International (established in 1997), CLX benefits from decades of PC integration experience.
Takeaway
CLX computers are custom‑built in the USA by CLX Gaming (Cybertron International), offering high‑performance, highly customizable systems for gamers and professionals who want both power and personalization.
The CLX is the Best machine I have every owned and then I go portable with my Surface Pro which is also exceptional for power and portability
What Screen Readers Can’t See: A Wake-Up Call for Educators
Many teachers rely on tools like Snip & Clip or download entire packets of image-based worksheets. But it’s important to understand that most resources on popular teacher websites—especially those behind paywalls—are completely inaccessible to blind and low vision students. These materials are often just images or scanned PDFs. Consequently, screen readers can’t read this type of content at all.
This video demonstrates how these inaccessible formats appear to a screen reader user. It shows how nothing reads, nothing speaks, and the content remains out of reach.
It also shows how older students who have been taught tech skills for years, transcribers or teachers, can quickly make the material accessible. This is especially helpful for a screen reader user who is not yet able to do it independently.
Google slide image of work-all inaccessible to a screen reader user
Commands to know: Use EDGE and its built in AI with -CTRL+Shift+period, so the AI can see the pages you are on. (Do not do banking of any kind without using a private window and a non-AI browser.)
Watch the video to get all the steps down. It can change your life to the inaccessible world. Alternatively, transcribers and teachers can do it for you until you learn the skills well yourself.
Other School Platforms that are inaccessible can be resolved with this solution also now
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.
Restore System & fix PC issues, Word Auto-save & Copilot, Restoring Desktop Icons, etc. This guide resolves big or small PC issues. The video explains how to use System Restore to fix various problems on your computer. It also provides tips for ensuring your work is always saved automatically in Microsoft Word and shows commands to keep or remove Copilot in 365. Additionally, it demonstrates steps to restore desktop icons if they disappear. Designed to help viewers troubleshoot and resolve these issues efficiently using keyboard commands or a mouse. This video is part of the #TechTricks series, aimed at making tech tutorials accessible and easy to follow.
In addition to these essential tips, the video explains how to optimize your PC’s performance by managing startup programs and clearing unnecessary files. Viewers will also learn how to customize their system settings for a smoother user experience. Moreover, the guide emphasizes practical solutions that can be easily implemented, making it a valuable resource for both novice and experienced users. By following the steps outlined in the video, you can ensure your computer runs efficiently and remains free of common issues, such as needing to restore your system to fix PC issues.
Resolve PC problems with Daily Tasks
Performing daily maintenance tasks on your PC is essential for keeping it running smoothly and efficiently. For example, fixing PC issues can prevent long-term problems. Additionally, using System Restore helps you quickly resolve unexpected issues. Ensuring your work is always saved automatically in Microsoft Word prevents data loss and keeps your projects on track. Furthermore, keeping your desktop icons organized and visible helps maintain a clutter-free workspace. By incorporating these habits into your daily routine, you can prevent common problems and ensure your computer remains in optimal condition. This proactive approach saves time and enhances your overall productivity and user experience. Remember to restore your system and fix PC issues as part of your routine.
The way to prevent due process for blind and visually impaired students is by proactively addressing their specialized needs. Ensuring compliance with FAPE (Free Appropriate Public Education) is essential. This fosters an educational environment that gives full access to all students. For blind and visually impaired students, this means specialized instruction using access technology, Braille, Nemeth/UEB Math, tactile tools, and more. TechVision ensures the right team is in place to teach your child in real time. Students learn exactly what their peers are learning. They use a PC computer, screen reader, and Braille display. They receive remote instruction from a TechVision staff member. This can be in their room or in a session with their TVI and transcriber.
TechVision Staff educate teachers on accessibility and train transcribers to make work accessible. Additionally, they help schools and parents understand what access to education truly means. Consequently, this approach enables schools and parents at home to support the independence of blind children. When these supports and accommodations are in place, visually impaired students can fully access their education and home environment, but ONLY with appropriate Access Technology Instructors.
Appropriate Instructors mean Access Instructors can totally use the technology themselves in all areas and subjects with keyboard commands, screen readers and braille display. As a result, students experience inclusion and have their right to a Free Appropriate Public Education (FAPE) upheld. Everything together allows FAPE. The right tools are nothing without proper instruction with it. Ultimately, this stops due process if it has begun or prevents it before it gets to this point. By utilizing these strategies, parents and schools play a crucial role in preventing any due process issues from arising.
Knowledgeable Instructors the STOP Due Process
TechVision, LLC, led by Dr. Denise M. Robinson, specializes in providing comprehensive educational services for blind and visually impaired students. Here are some ways TechVision can help prevent issues related to FAPE (Free Appropriate Public Education) violations:
1. Specialized Instruction: TechVision offers 1:1 remote instruction in technology, Braille, Nemeth code, and other blind skills. This ensures that students receive the necessary support to access their education effectively.
2. Collaboration with Schools: TechVision works closely with school districts, teachers, and other educational personnel to ensure that the needs of visually impaired students are met. This collaboration helps in creating an inclusive learning environment.
3. Training for Educators: TechVision provides training for school teams, including transcribers and teachers of the blind. This training equips educators with the skills and knowledge needed to support visually impaired students.
4. Advocacy and Support: TechVision advocates for the rights of visually impaired students and ensures that their educational needs are addressed. This includes working with families and schools to develop and implement appropriate educational plans.
5. Use of Technology: By leveraging cutting-edge technology, such as screen readers, Braille displays, and other assistive tools, TechVision empowers students to access information and navigate their education on an equal footing with their sighted peers.
By providing these services, TechVision helps ensure that visually impaired students receive the education they deserve, while also supporting parents and schools in creating an inclusive and effective learning environment. By providing these services, TechVision can help prevent FAPE violations and ensure that visually impaired students receive the education they deserve.
We are dedicated to resolving FAPE challenges in schools, ensuring that every student receives the education they need to access their education fully by supporting teachers, and helping schools on this exciting path to full inclusion.
Investing in Education: Redirecting Funds for Maximum Impact
When funds are no longer tied up in pre-process meetings or due process proceedings, they can be redirected to directly benefit students and teachers. This means more resources for specialized instruction, assistive technology, and accessible materials for visually impaired students, thus preventing due process from being needed. Teachers can receive better training and support, ensuring they are well-equipped to meet the needs of all students. Additionally, schools can invest in creating inclusive environments that foster independence and success for visually impaired children. By obtaining the right teachers for specialized instruction, like those from TechVision, schools can provide direct instruction tailored to each child’s needs. Ultimately, reallocating these funds enhances the overall educational experience and promotes a more equitable learning environment for everyone.
These links provide detailed information about FAPE laws, including what is covered and how they protect the rights of students with disabilities. Familiarizing with these laws is crucial in preventing due process issues from arising in the first place.
Access TechVision Instructors have helped many states and school districts resolve conflicts before reaching due process. We can teach your child the skills they need to succeed in school and life. Contact us for assistance in resolving any issues related to creating an accessible program for the blind and visually impaired at your school.
FOR the Blind-VI, Transcribers, etc. learning to your needs
Professional development for teachers and other personnel is generally designed for the broader teaching community. However, teachers of the blind and visually impaired can request specialized instruction on these days. TechVision offers tailored learning experiences for teaching and learning with screen readers, braille displays, and other access technology. With TechVision, educators can acquire the specific skills needed to help their students learn and access education. This Professional Development for Teachers allows their students to be on the same level as their peers over time. It also helps teachers develop tech competencies for the year. Specialized professional development helps to guide and ensure that all students, regardless of their visual abilities, can compete on an equal footing with their sighted peers.
It’s that time of year when everyone signs up for professional hours. You can join the Regular Pack, but if you need something specific for teachers of the blind, TechVision offers specialized instruction. Learn how to teach students and develop your own skills, including transcriber skills. Professional Development for Teachers often includes learning how to deal with specialized educational needs. Contact TechVision Training to learn like our students who use screen readers.
Learn math, low vision tricks, and screen reader commands. Learn all things Google, braille embossers, and Tiger software. Master JAWS or NVDA commands, browser skills, and voice profiles. We teach everything, from box and whiskers in Excel or Google to formatting APA and MLA papers in Google Docs or Word. Learn PowerPoint or Google Slides, making them accessible and visually appealing. We offer professional development throughout the year, including one-on-one or group sessions. This ensures that during big professional development days, you are already well-prepared for exactly what you need to learn. TechVision provides another avenue to learn the skills necessary to teach your students effectively with Professional Development for Teachers. Let us know if we can help: TechVisiontraining@yourtechvision.com. In the meantime, improve the speed of your computer.
Professional hours list and you add what you need
Professional Development Opportunities for Teachers and More
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.
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.
Creating Geometry tables in Desmos provides a structured way to input and explore data, especially for users who rely on screen readers or keyboard navigation. Desmos is designed to be accessible, allowing blind and visually impaired users to create tables and input values using simple keyboard commands. By using the table function, users can input x- and y-values and navigate through cells seamlessly. This accessibility enables full participation in mathematical exploration and data visualization, making Desmos a valuable tool for both students and professionals. Through keyboard shortcuts and screen reader compatibility, creating and managing tables in Desmos becomes an intuitive and efficient process: even creating 2 or more shapes.
To create a table in Desmos, follow these steps, especially if you’re using a screen reader or keyboard navigation:
Creating Geometry Tables in Desmos Using Keyboard:
Open Desmos Graphing Calculator:
Go to the Desmos website and open the graphing calculator interface.
Activate the Add Expression Button:
If you’re using a screen reader, navigate to the “Add Expression” field by pressing Tab until you hear the option.
Enter the Table Command:
Type table() and hit Enter. This will create an empty table. The screen reader will announce that a table has been created, and it will move you into the table input fields.
Fill in Table Values:
To fill in the values for your table, use the arrow keys to navigate between cells.
Input the x-values in the left column and the y-values in the right column.
After typing each value, press Enter to move to the next cell. The screen reader will confirm each input.
Navigation Commands (for Screen Readers):
Move to the Next Cell: Press the Right Arrow or Down Arrow to move between cells.
Move Back: Press the Left Arrow or Up Arrow to go back to previous cells.
Delete an Entry: Use Backspace to delete the contents of a cell.
Add More Rows: Navigate to the last row and press Enter. This will automatically add a new row for more data points.
Keyboard Shortcuts in Desmos:
Navigate between expressions/tables: Use the Up and Down Arrow keys.
Create a new table: Type table() in the expression line.
Results
By typing table() into the Desmos expression field, users can create tables and populate them with x- and y-values. Or just create a Table from menu. Screen readers will provide auditory feedback, helping users navigate through the cells and input values. Desmos’ intuitive keyboard commands make this process efficient for users relying on screen readers or those who prefer keyboard navigation.
The DESMOS Graphing Calculator offers a powerful and accessible tool for blind and visually impaired students to explore geometry and all mathematics. By integrating seamlessly with screen readers like JAWS and NVDA, DESMOS provides real-time audio feedback and tactile support, enabling students to plot points, create shapes, and analyze graphs. With features like Audio Trace and braille compatibility, this innovative tool ensures that all learners can engage meaningfully with geometric concepts, fostering independence and confidence in STEM learning. Combine with embossing what is created gives the whole picture to a student under their fingers.
Using the DESMOS Graphing Calculator with a screen reader, such as JAWS or NVDA, gives blind and visually impaired students accessible tools to engage with geometry and other mathematical concepts.
Key Features of Geometry in DESMOS graphing Calculator with screen reader
Screen Reader Compatibility: First, DESMOS integrates with screen readers, offering spoken feedback for graph creation, interaction, and navigation. It reads inputs aloud.
Graphing and Plotting Points: Next, students plot points, lines, or shapes using equations or coordinates. The screen reader then reads back the corresponding inputs and outputs.
Geometric Shapes: Additionally, DESMOS supports various geometric figures like circles and triangles. Students define these shapes, and the screen reader provides immediate feedback.
Accessibility Features: Moreover, the “Audio Trace” feature converts visual graphs into sound. Pitch and tone changes represent graph shifts, offering an auditory experience.
Tactile Representation: For tactile interaction, emboss the graph or use refreshable braille displays which allow students to access the calculator’s output, further enhancing their understanding of graphs.
Exploration of Graphs: Meanwhile, users navigate graphs with arrow keys, and the screen reader offers real-time feedback on points, intersections, and key areas.
Labeling and Describing: Finally, DESMOS allows labeling of points and graphs. The screen reader reads these labels aloud, improving organization and understanding of complex graphs.
Desmos Geometry shape with dotted line solutions
By leveraging these features, blind or visually impaired students can effectively learn and apply geometric concepts, making DESMOS a valuable tool for STEM education. If Desmos is not an option Excel works well also with shapes. Continue learning anything you need and if you cannot find it, just ask.
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.
TechVision Access Instruction is the TechVision Difference. Dr. Robinson and her Tech Vision team provide one-on-one and school team remote instruction for visually impaired individuals in real time. They enhance technology skills for students, adults, and groups by teaching them to use assistive technologies like PC computers, screen readers (JAWS, NVDA, Narrator), and Braille displays. This approach ensures students complete their work alongside peers without needing extra time
TechVision Access Instruction aims to transform education for the blind and visually impaired. They combine the right technology with effective instruction. They offer teaching internships to advanced students, providing hands-on job skills that enhance resumes for future employment or college applications. Their goal is to empower visually impaired individuals to achieve their full potential and navigate the world confidently.
TechVision Website
Our Mission and Purpose is enable blind and visually impaired students the ability to access and complete work as their sighted peers. This requires, screen readers, braille displays and other access technology.
Technology that gives you VISION with Access Instruction
The TechVision mission and purpose, led by Dr. Robinson and her highly skilled TechVision Specialists, are to change lives via instruction in access technology, enabling inclusion and educational equality.
The TechVision Specialists are uniquely skilled in teaching blind and low vision students. They focus on direct instruction on all technology like computers(requires Local Admin Access), screen readers, Braille displays, and smartphones. This approach has revolutionized the educational experience for blind and low vision students and clientele. Their expertise and global reach have significantly impacted students. They empower students to access information and navigate the world on an equal footing with sighted peers.
Additionally, TechVision collaborates with school districts and private entities to address the evolving needs of education. This collaboration promotes independence and inclusion in both classrooms and the job market. By equipping students with essential skills, TechVision creates an environment of true equality. As a result, opportunities become accessible to everyone, regardless of visual impairment.
TechVision specializes in teaching all subjects, especially advanced mathematics, to blind and visually impaired students. This enables them to succeed academically. Many of these students pursue majors in Applied Mathematics at prestigious institutions, including Harvard University. They use innovative methods to ensure blind and low vision students perform at the same high level as their sighted peers.
Integration
Additionally, TechVision integrates tools like Artificial Intelligence (AI), word processors, screen readers, and Braille displays to support student success. These tools allow visually impaired students to produce work comparable to their classmates. Consequently, this promotes integration and equal opportunities in academic environments: Even to the point that you can Make an Electronic Signature -Then insert it into a Document.
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.
How to set up a Windows 11 computer for optimal screen reader performance is crucial for blind and low vision users. First, ensure that your computer meets the necessary system requirements. A powerful processor and sufficient RAM are essential for smooth operation. Additionally, installing the latest updates for Windows 11 is important. These updates include crucial security patches and performance improvements. If you find you need to remap a key to say, acquire an applications key on your keyboard, you can do that yourself.
Next, customize the display settings to enhance visibility. Adjusting the screen resolution and scaling ensures that text and icons are easier to read. Moreover, enabling high contrast mode can make the interface more accessible. This setting increases the contrast between background and text, making it easier to distinguish elements on the screen.
In addition, configuring keyboard shortcuts can significantly improve efficiency. Windows 11 offers a variety of shortcuts for navigating the system. Customizing these shortcuts allows for quicker access to frequently used features. Furthermore, consider enabling the on-screen keyboard for easier input.
How to setup Windows 11 for screen readers such as JAWS, NVDA, and Narrator are essential tools for blind users. Ensure that your chosen screen reader is installed and updated. It’s also important to adjust the screen reader settings to match your preferences. For instance, modifying the speech rate and verbosity can make navigation more comfortable. See second video on proper setup of windows11 settings.
Enhance Experience with AI
Moreover, installing and configuring additional assistive software can enhance your experience. Programs like MathKicker.AI and MathCat in WORD improve accessibility for mathematical content. These tools integrate seamlessly with screen readers, providing a more inclusive environment.
Lastly, securing your computer is vital. Enable strong passwords and two-factor authentication to protect your data. Regularly updating your antivirus software will also safeguard your system from potential threats.
Thus, setting up a Windows 11 computer for screen reader users involves careful configuration. By following these steps, users can achieve the best performance and efficiency. This ensures a more accessible and productive computing experience.
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.
Lucas, a blind individual, demonstrates JAWS Commands using AI Descriptions and how to effectively use ChatGPT with DALL-E to generate and describe images. Starting with ChatGPT, Lucas opens the platform, which places him directly in the edit box. To navigate out, he presses the “up arrow” key. He then maximizes the screen with “Windows + up arrow,” enhancing readability for JAWS.
Next, Lucas demonstrates how to locate the DALL-E AI Description image generator by accessing the links list using Jaws Commands with “Caps Lock + F7.” He navigates to the search box using the “E” key and types “DALL-E” in all capitals, with the period included. After pressing “Enter,” he tabs through the search results until he finds the relevant link, then presses “Enter” again to open it.
Once inside the image generator, Lucas describes the process of inputting a prompt. He emphasizes the importance of being specific, including details about the setting, characters, and art style. For instance, he generates an image of a wizard casting a spell on a cliff-side in a realistic art style. By pressing “Enter,” the image generation process begins, typically producing two images by default. He demonstrates how to make the inaccessible-accessible.
To download an image, Lucas uses “Shift + B” to find the “Show Image” button, followed by pressing “Enter” and then down arrow to the “Download Image” button. He encounters a warning about the dialog not being focused, while the download proceeds. Remember to Email your beautiful creations to someone also.
For image descriptions, Lucas follows a similar process to find the “Image Description Assistant” link. After inputting his request and attaching the image file, he waits for the description to generate. To review the description, Lucas uses “Shift + G” to jump to the top of the graphic, then down arrows to read it. This methodical approach allows Lucas to create detailed images and receive comprehensive descriptions efficiently.
AI has transformed how screen reader users access their world, MathKicker.AI is a powerful MATH app that allows top level Math work. Do not let Low Vision issues or legal blindness stop you from accelerating in school.
Dr. Robinson introduces the Desmos 3D Graphing tool, an essential resource for educators working with blind and low vision students. This tool allows users to create and manipulate 3D objects, enhancing the learning experience for students who require tactile or visual aids. As a teacher of the blind, Dr. Robinson emphasizes the importance of providing accessible 3D objects that students can manipulate as they learn. She demonstrates how to use Desmos 3D Graphing, starting with a simple circle and transforming it into a 3D cylinder.
Throughout the demonstration, Dr. Robinson highlights the seamless integration of Desmos 3D Graphing with braille displays, ensuring the content is accessible to students with visual impairments. She manipulates the cylinder’s size and shape using various commands, showing how easy it is to adjust these parameters in real-time. This hands-on approach allows students to understand the relationship between mathematical equations and their 3D representations. A 3D printer can create image or acquire an actual can of soup to compare to a circle/cylinder for further student understanding.
Image of Cylinder created with Desmos 3-D Graphing
Dr. Robinson further explores Desmos 3D Graphing by adjusting a parabola into different shapes, including a “blob” that can be physically modeled using clay. This tactile method helps blind students grasp the concept of changing variables and their impact on the graph’s shape. The ability to adjust and visualize these graphs is particularly beneficial for students preparing for tests or needing to solidify their understanding of complex mathematical concepts. For real time learning, either 3-D emboss or 2-D emboss graphs. For ease, hand molding clay is cheap and easy for any object
In addition to demonstrating the tool’s functionality, Dr. Robinson encourages users to explore more on the Desmos website, including the blog and available shortcuts. The continuous improvements in Desmos 3D Graphing make it a powerful tool for blind and low vision students. By integrating this tool into their learning process, educators can significantly enhance the accessibility and engagement of math lessons. Desmos 3D Graphing provides an invaluable resource for making advanced math concepts accessible to all students. Regardless of their visual abilities, you can access Desmos Lessons.
Dr. Robinson demonstrates how to create and manipulate a parabola using the Desmos shaded parabolas using the graphing calculator. This process is specifically designed for blind and low vision students. She begins by typing an equation. Desmos automatically adds sliders, allowing the adjustment of the graph’s shape in real-time.
As Dr. Robinson runs the equation, the parabola expands, resembling the curve of a ball in motion. She explains the importance of embossing the graph so students can physically feel its structure on the XY plane. This tactile approach helps students understand mathematical concepts more concretely.
To enhance accessibility, Dr. Robinson uses the “Alt + T” command to activate the audio trace. This feature provides valuable auditory information about the graph. She also slows down the narration using “Control + Shift + Page Down,” ensuring clarity and comprehension.
Next, Dr. Robinson shares the graph with her students using the “Insert + F5” command. She exports the graph as a Braille-ready image, making it accessible for students who rely on tactile feedback. After downloading the image, she opens it in a photo editor to enhance contrast. This step ensures that the lines are clearly defined for the student.
Tiger Designer
Dr. Robinson then pastes the edited image of Desmos shaded parabolas into Tiger Designer, a software used to prepare tactile graphics for printing(emboss). Using “Control + P,” she embosses the graph on her ViewPlus embosser, allowing students to feel the parabola and compare it with what their sighted peers see.
This hands-on approach for STEM, ensures that blind students can fully participate in graphing activities. Dr. Robinson’s method integrates technology and tactile feedback, making math accessible and engaging. Through these steps, she empowers students to understand and interact with complex mathematical concepts. This demonstration showcases the effective use of Desmos and related tools to enhance learning for visually impaired students.
Dr. Robinson explains in video how to reduce a large PDF to just a few pages, so anyone can “copy” just a few pages out as needed or convert a whole inaccessible PDF to something accessible with a screen reader. She begins with a blurry PDF of “A Tale of Two Cities,” demonstrating how it turns blue when clicked, or a screen reader saying “empty document”. To make the PDF more manageable, she uses the “Control + P” command, which is the universal print command across browsers. She selects “Microsoft Print to PDF” from the printer options and then uses “Alt + G” to navigate quickly to the page selection. After selecting only two pages to save, she names the file and saves it to her downloads folder using “Alt + D” followed by “Alt + S.”
Next, Dr. Robinson uses MathKicker.AI, an AI program typically for math conversions but also converts anything to convert the PDF to a DOCX file. She opens Math Kicker, navigates to the convert to PDF button by pressing “B,” and waits for it to convert. Once the conversion is complete, she accesses the converted file using “Control + J” in a browser or “Windows + E” to open the file explorer. In file explorer and selects the newly saved PDF from her downloads folder.
Print Options to reduce a PDF
After verifying that the correct pages were saved, she adjusts the viewing size to 200% using “Alt + V” and then “Z” to make the text more readable in WORD. The text appears flawless, making it easy for screen readers to process and read aloud.
Dr. Robinson emphasizes that this method is particularly useful for low vision or blind students, allowing them to access only the necessary pages of a large PDF and allowing them to use a screen reader to read content. This approach also benefits fully sighted users who may struggle with poor-quality images. By converting and saving specific pages, users can create clear, readable text from even the blurriest PDFs. There are AI programs on the WEB that will do this also.
Raveena demonstrates how to navigate and complete a drag-and-drop exercise on the Macmillan Learning website using JAWS Drag n Drop screen reader commands. She begins by turning off the virtual cursor with “Insert + Z” and then tabs to the answer bank. To lift an answer, she presses “Space,” then uses “Shift + Tab” to move the item to the correct bin and presses “Space” again to drop it.
She describes the process while placing items into three bins: Abundant Inputs, Mass Production, and Specialized Skills. As she navigates through the answer bank, she explains each action, ensuring clarity for users following along. For instance, when encountering the answer “Japan’s comparative advantage in automobile manufacturing,” Raveena picks up the item with “Space,” shift tabs to the correct bin, and drops it with “Space” again.
Double Check Work after JAWS Drag n Drop
Raveena emphasizes the importance of verifying answers. After placing an item, she recommends tabbing back to the answer bank to ensure no items are left. She also notes that when an item is correctly placed, JAWS will confirm it by saying “item dropped in.” If the item is incorrectly placed, it will say “placed in item,” prompting users to recheck their work.
To submit the answers, Raveena turns the virtual cursor back on with “Insert + Z” and uses the “Control + F” command to search for the “Submit Answer” button. She enters “submit” and presses “Enter” to locate the button quickly. After submitting, JAWS provides feedback, indicating whether the answers were correct.
Raveena concludes by highlighting the effectiveness of using these commands for JAWS drag n drop tasks. She encourages users to practice these steps to enhance their efficiency and accuracy when completing similar exercises. This method ensures that visually impaired users can fully engage with interactive online content, making learning accessible and manageable. JAWS Drag n Drop is just one component of learning advanced keyboard commands in College. Make sure you computer is working well to keep your screen reader happy.
As a side note, getting a hobby like rock climbing, makes one well rounded as Raveena also demonstrates by scaling a wall at the Olympics.
Kim began as a young student with TechVision. Her mother sought help and discovered that we provide real-time instruction using everyday technology essential for future job success. TechVision worked with Kim several days a week, ensuring continuous learning and growth. She used a PC with access technology to access her school platform and all else, including a Computer Enabled access with screen readers and a braille display, to access her world and education. Over time, she transformed from a struggling blind student, reliant on constant para and teacher support, to an independent learner working on her own. This is her story, please listen.
For Kim, moving from depending on others for her education to becoming independent changed everything. With TechVision’s hands-on, real-time learning, she learned to use screen readers and a braille display, which let her access schoolwork by herself. Instead of always needing help from a para or teacher, Kim could now complete her assignments on her own, just like her classmates. This gave her confidence and made her feel more in control of her education. Being able to work independently helped her stay on track with her peers and prepared her for future success. A Computer Enabled access to change her life.
Teachers can Slow or stop AI cheating both in the classroom and at home through strategic measures. In the classroom, lock down browsers effectively prevent students from accessing unauthorized websites or AI tools during exams. These browsers restrict students to a single screen, blocking external resources. Additionally, teachers should design assignments that require critical thinking and personalized responses. Such tasks are challenging for AI to complete accurately, as they demand unique, context-specific answers.
To further Slow or Stop AI cheating in class and home, teachers should incorporate oral assessments and apps like Khan academy. These require students to verbally explain their answers or spell out terms, making it difficult to rely on AI-generated content-Video details here. Monitoring classroom activity is crucial as well. By actively observing students’ screens, teachers can spot hidden screens or content that doesn’t match a student’s usual work.
At home, teachers can assign open-ended projects that require creativity and personal reflection. These assignments are less likely to be successfully completed by AI. Requiring students to submit drafts or process documentation ensures they engage with the material and don’t merely copy answers. Time-limited tests can reduce the likelihood of students using AI tools during online exams. By setting strict time limits and challenging questions, teachers can make quick AI lookups impractical.
Teachers should also utilize plagiarism and AI detection tools to identify suspicious content to curb classroom AI cheating. Follow-up video calls or in-person meetings, where students explain their answers, can verify that they genuinely understand the material. Engaging parents is another key strategy. By encouraging parental involvement, teachers can help monitor the home environment and promote honest academic practices.
Using Venn diagrams with screen readers involves strategic design and specific keyboard commands to ensure accessibility. Each set in the diagram must have clear, descriptive labels to guide screen reader users effectively. These labels help users understand the content without needing visual cues. Alt text plays a crucial role by summarizing the Venn diagram’s purpose, the sets involved, and their intersections. This concise description enables screen reader users to grasp the diagram’s structure and intent.
Keyboard navigation is essential for screen reader users to interact with Venn diagrams. The Tab key allows users to move through interactive elements like text boxes or linked descriptions associated with the diagram. Arrow keys are useful for navigating within tables or text boxes that describe the diagram’s content. This functionality ensures that users can access all relevant information without relying on visual input.
Screen reader software, like JAWS or NVDA, includes commands that facilitate navigation. In JAWS, the Ctrl+H command lets users jump between headings, making it easier to navigate through complex content. NVDA users can use the Ctrl+Alt+Arrow keys to move between headings or landmarks within a webpage or document. These commands are vital for quickly accessing different parts of the content related to the Venn diagram.
Incorporating structured content enhances the usability of Venn diagrams for screen reader users. Headings, bullet points, and numbered lists help break down complex information into manageable sections. This structure allows users to follow the logical flow of information without confusion. So, Screen reader users can also navigate through tables that complement the Venn diagram. Tables list elements within each set and describe intersections, making the relationships between sets clear. JAWS users can move horizontally between cells using Ctrl+Alt+Right/Left Arrow keys, and vertically with Ctrl+Alt+Up/Down Arrow keys.
Careful Planning
Creating accessible Venn diagrams for screen reader users requires careful planning. By using descriptive text, alt text, structured content, and keyboard commands, educators and content creators can ensure that all users, including those who rely on screen readers, can effectively interact with and understand Venn diagrams. These strategies are essential for making complex visual information accessible to everyone. More Video Lessons here
Create your Venn Diagram via WORD and shapes, applications key to move to back or forward then use these commands to access: Venn Diagram-Accessible
Ctrl Shift O to all objects, escape when done writing, select object then tab through all objects to access A, B and other combo letters. Once open in Google, Alt f to file and d to download as Word doc. Then F12 for save as and Ctrl Shift O will work correctly. This will NOT work in Google.
When done, have student emboss off a copy to feel what it is like and if you are having computer issues, tweak it to work better with screen reader.
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
Emē, a student of Dr. Denise Robinson demonstrates how she studies Spanish vocabulary using Google Sheets with a screen reader. She starts by copying vocabulary words into Google Sheets, though typing them in directly is also an option. After setting up the sheet, she explains the importance of naming it to avoid losing any work. She uses Google Sheets similarly to how a sighted student would use flashcards. This method is an excellent example of Flashcard studying in sheets. Column A contains the English words, while Column B holds the Spanish translations.
Certainly! Here is the revised paragraph with “Emē”:
Emē introduces a “difficulty” column in Column C, where she rates how challenging each word is to remember. She assigns a value between one and five, depending on how well she recalls each word. This rating system allows her to sort the words based on difficulty later, making her study sessions more effective. This technique enhances the efficiency of flashcard studying in sheets methods.
To make the study process more efficient, Emē explains how to randomize the rows. This prevents her from memorizing the order of the words rather than learning the words themselves. She uses specific keyboard commands to select all rows and columns, then accesses the “randomize range” function through the search menu. Randomization is key for effective flashcard studying in sheets techniques.
After randomizing, Emē sorts the words by difficulty, placing the hardest words at the top for focused study. She even hides the easiest words, rated as ones, to avoid wasting time on words she already knows well. If she needs to retrieve the hidden words, she can easily unhide them using the “unhide rows” function. This is another way flashcard studying can be efficiently carried out in sheets.
Emē concludes by showing how she reviews and updates the difficulty ratings as she studies. This method allows her to keep track of her progress and focus on words that need the most attention. She highlights that this approach to flashcard studying in sheets with Google Sheets is both accessible and effective, making it a great tool for blind and visually impaired students.
Track Changes in Microsoft Word is an essential tool for collaborative editing and document management. It allows multiple users to make and review edits, providing a clear, organized record of all changes. This feature is invaluable for maintaining the integrity of the original document while incorporating feedback from various contributors. By visually displaying insertions, deletions, and comments, Track Changes enhances transparency and accountability in the editing process. It also simplifies the task of accepting or rejecting modifications, ensuring that the final document meets the desired standards. The typical use is for students to create work and teachers to edit with comments, and it is possible to easily track changes with commands. This is easily done with any screen reader.
Track Changes with Commands in Microsoft Word is a powerful tool for collaborative editing and document management. Here are some key details on its importance and usage:
Key Benefits
Transparency: Track Changes provides a clear, organized record of all modifications made to a document.
Accountability: By displaying who made each change, Track Changes holds contributors accountable for their edits.
Kaleigh was born with very special hands. So, whether you have 10 fingers or 2 or 3, there is always an easy way to use a braille display to control your computer.
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
Typing with 3 Fingers on her laptop is made easier with practice.
A child with three fingers can type at over 77 words per minute by using adaptive strategies to access the same technology. Kaleigh is JUST learning the first steps in typing on a regular laptop.
Typing with 3 Fingers
First, they learn how to optimize their finger movements, reducing unnecessary motion. They focus on accuracy and gradually build speed through consistent practice. Children can learn to use the identical keyboard and computers as their peers. Using the center of the keyboard as positioning to the rest of the keyboard is part of the skill. The child practices finger coordination, mastering a rhythm that increases typing speed. Over time, these techniques combine to enable the child to exceed expectations and type as quickly as possible. More YouTube Channel Lessons
Other Kaleigh Videos typing as she advances to typing over 77 words per minute
Dr. Robinson’s video covers basic JAWS screen reader commands for Office Word, no matter what version of WORD you use. First, she opens a new document using “Ctrl + N” and teaches key formatting skills, such as right-aligning text with “Ctrl + R” and inserting the date using old and new Office commands. She emphasizes the importance of listening to the software to ensure accuracy. Dr. Robinson guides through bold, underline, and italics commands before typing and spell-checking with keyboard shortcuts. These are all Basic WORD JAWS commands you need to know.
Adjusting speech speed helps beginners better understand software. Learning commands ensures efficient and accurate work, especially Basic WORD JAWS commands.
Gain Typing Speed in WORD
To practice typing skills use a phrase like: “The quick brown fox jumps over the lazy dog.” Type it repeatedly in a Word document by starting slow to gain speed. Use the keyboard shortcuts taught in the video, such as “Ctrl + Left Arrow” and “Ctrl + Right Arrow” to move between words, and “End” to check if you’re at the end of the line. Regular practice, at least 10-15 minutes daily or more, helps build speed. Turn off autocorrect options to avoid automatic changes that may confuse the student and disrupt learning. Focus on accuracy before increasing typing speed. Mastering JAWS commands for WORD is essential for efficient practice.
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.
Computer Local Admin access is Crucial at all education levels. Dr. Robinson, an Assistive Technology and IT specialist, sets up, maintains, and controls all the computers used in TechVision programs while TechVision Team continues teaching students to manage their own technology. She emphasizes the importance of blind students having local admin access on their school computers so they can make necessary updates and changes to their laptops as needed.
Firstly, she highlights that anti-virus software like Kaspersky or Sophos often interferes with screen readers. Instead, Dr. Robinson recommends using Malwarebytes with Microsoft Defender, as it provides strong protection without disrupting screen reader functionality. Having Computer Local Admin access ensures students can implement these software changes.
Dr. Robinson also explains the need for screen readers such as JAWS. Schools often filter out essential websites and programs like Freedom Scientific, which students require for their studies. With local admin access, students can update their screen readers and related software, which is necessary to keep their devices running smoothly. These updates are crucial and happen every few months. Computer Local Admin access allows students to manage these updates efficiently.
In addition, students must manage their desktops efficiently. They need to pin important programs, such as JAWS, to the taskbar for quick access and adjust their settings without assistance. Pinning their school sites to the desktop make quick access to any site. Through the context menu, students can navigate and personalize their desktop to meet their needs.
Computer Local Admin access to Applications Key on desktop to access anything on the computer
The run dialog box is another essential tool with CTRL+R. Students need to clear temporary files, which can slow down screen readers. Since screen readers are memory-intensive, removing these files improves both the computer’s speed and network performance. Computer Local Admin access is required for these maintenance tasks.
Dr. Robinson further emphasizes the importance of Office 365, especially for math tasks. Using the math editor, students can create and solve equations that read seamlessly on a braille display. This access is crucial for academic success, particularly in STEM subjects.
Lastly, Dr. Robinson stresses the necessity of file explorer -Windows+E and Bluetooth settings. Without a mouse, blind students rely on file explorer to organize their files. Bluetooth access is also essential for reconnecting braille displays and other devices.
In summary, Dr. Robinson believes local admin rights are essential for blind students to manage their technology independently, keep their devices updated, and fully engage in their education. This allows them full access for a lifetime. The TechVision Team ensures students learn essential skills to manage and update their devices independently, preparing them for a lifetime of technological adaptation. As technology evolves, these skills are crucial. Computer Local Admin access is vital for securing and maintaining employment so they know the updates needed, in an increasingly digital world.
Using a Focus 40 Braille Display and JAWS, students can efficiently complete algebra assignments in Word, ensuring both speed and accuracy. They can navigate through documents, input mathematical symbols for their Algebra work, and graph equations using Desmos. The Braille Display provides tactile feedback while JAWS offers audio guidance, allowing students to efficiently edit, correct mistakes, and organize data into tables. With these tools, they can seamlessly complete algebraic tasks and submit their work via email, ensuring full participation in math activities.
To complete algebra problems in Word using a Focus 40 Braille Display and JAWS, students should follow these steps for effective Algebra with Focus Display:
FOCUS and JAWS Display Commands
Using the Focus 40 Braille Display, Dr. Robinson demonstrates how to efficiently braille out algebra problems in Word.
Set the Braille Display to Input Mode: Begin by pressing G.7 + Space to switch through the display modes. Set it to Input Mode for algebra.
Navigate the Document: Use 1 + Space to move to the top of the document. To navigate the document, students press the left-side buttons for backward movement. They then use the right-pan buttons to move forward, ensuring smooth progress while working on Algebra with the Focus Display.
Enter Algebraic Symbols: Students can easily type algebraic symbols, like Delta (Δ), by using the keyboard. After typing, copy the symbol using Shift + C to avoid repeating it manually later.
Work with Mathematical Formulas: To type formulas like “Rise over Run” (Δy/Δx), use the keyboard to input characters. Make sure to add spaces around operations for clarity, especially when sharing with sighted peers. For example, input the formula as “Δy = 2” and “Δx = 3” with a the Focus Display and JAWS.
Navigate Through Graphing: To access graph, students can use the rocker bars or 1 + Space for upward navigation and 4 + Space for downward movement.
Input Values into Desmos: After entering algebraic equations, students can switch to Desmos by pressing Shift + 4 + 5 (Alt + Tab equivalent). They can then input values and trace graphs using the Alt + T command for audio tracing.
Copy and Paste Graphs: Once the graph is complete in Desmos, use Alt + Print Screen to capture the graph. Paste it into Word with Shift + V for documentation.
Submit the Assignment: When the algebra problem is finished, the student can email the document by navigating to File using Alt + F and attaching it in Outlook. Then open Outlook, use F9 to quickly send the email once Outlook is open.
These steps help students efficiently solve algebra problems in Word while using their Braille Display for input. Additionally, students can smoothly navigate Desmos for graphing, enhancing their algebra skills with the Focus 40 Display
Enable Students to Efficiently complete Algebra with Focus Display
Using Tables for Data: If the algebra assignment involves creating tables, students can use Alt + N to insert a table. On the Braille Display, press 6 + 8 + Space to activate the Alt command and navigate to the Table option. Once a table is created, pressing Tab will move between cells, and 4 + 5 + Space adds more rows as needed, making tables part of their Algebra workflow using a Focus Display.
Auto-fitting Tables: To ensure tables fit content properly, use Alt + J + L to access the layout options. Select AutoFit Contents to adjust the table size automatically. This helps in organizing the data neatly for submission in Algebra with Focus Display assignments.
Editing and Correcting Mistakes: If a student makes an error, they can use 3 + Space on the Braille Display to move by character and correct the mistake. Use Shift + 6 + 7 + Space to select the incorrect portion and retype it. The Braille Display’s tactile feedback helps ensure precision when editing formulas.
Reviewing the Work: To review algebra problems, students can move back through the document using 1 + 4 + Space to navigate line by line. Press Insert + Up Arrow to have JAWS read back the current line, ensuring that everything is correct before submission.
Final Submission Process: Once the assignment is complete, the student can go to Alt + F to access the File menu. Choose Share. From there, they can attach the document directly in an email. Using F9 forces Outlook to send the email quickly. Make sure their work is submitted on time, thereby completing their Algebra with Focus Display workflow.
More Lessons for Math
By following this step-by-step guide, students can efficiently complete algebra problems using the Focus 40 Braille Display, JAWS, and Word. The tactile feedback from the display, combined with JAWS’ audio guidance, enhances both speed and accuracy. This combination helps students solve math problems, graph equations, and organize data effectively. When using the Focus Display, students experience seamless transitions between tasks, ensuring smooth navigation throughout their algebra assignments.
Emery, a blind ninth-grader at Kalaheo, introduces herself and shares her love for math and technology. She uses a computer with a screen reader and Braille display to access her education. Eme navigates her world with a cane and texts friends using her phone. During the pandemic, her computer became essential for schoolwork. She explains how she uses various tools to access her education, including JAWS screen reader and Braille Display and other access technology. Eme highlights the importance of accessible assignments and demonstrates navigating an online platform despite its challenges. Accessible work at school is critical for her success.
Emery uses tools like the JAWS screen reader and Braille display connected to her computer to navigate her studies. She emphasizes that accessible assignments are crucial because they allow her to engage with the same content as her peers. When assignments are not accessible, it creates significant barriers to her learning. It is evident that accessible work at school can make a big difference.
Eme Making Work accessible on an inaccessible site
By ensuring Teachers’ work is accessible, you empower students like Emery to succeed and participate fully in their education. Accessible materials foster a learning environment where all students can be included and thrive. Therefore, focusing on making work accessible at school helps all students.
She thanks teachers for their commitment to making education accessible for everyone. Providing accessible work at school shows dedication to inclusion and highlights the importance of accessibility.
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.
You want to Rebuild Microsoft Word Template when you close WORD and it starts to ask: There are changes to the Normal Template, “Do you want to save the normal template?” You always want to say “NO” because if you do not it will start opening with the last work you did in it. If you want WORD to STOP asking that question or fix your goof, here is how to rebuild that Normal Template
Commands to rebuild Word template when it gets messed up and constantly asks if you want to save it.Other Lessons to fix Tech
Rebuild Microsoft Word Template with RUN
Open the Run Dialog Box:
Press Windows + R.
Type %appdata%\Microsoft\Templates and press Enter.
Delete the Normal Template:
In the opened folder, find normal.dotm (or the equivalent for your Office version).
Select it and press Delete.
Reopen Word:
This action will rebuild the normal template automatically.
Reconfigure Your Settings:
Fonts:
Press Ctrl + D to open the Font dialog box.
Set your desired font (e.g., Times New Roman, 12 pt).
Press Alt + D to set as default for all documents.
Paragraph Spacing:
Press Alt + O, then P to open the Paragraph dialog box.
Adjust spacing settings (e.g., single spacing).
Press Alt + D to set as default for all documents.
This process ensures your Word template is reset and configured to your preferences. Here are some more fixes you can do
To Navigate Schoology with Jaws is easy using these useful keyboard commands for navigation. When you’re using a screen reader like JAWS or NVDA it is very accessible. Kim demonstrates her skills, showing how to navigate schoology with efficiency. She shares with others how this training has allowed her to access her education.
Use the arrow keys to navigate to the desired course and press Enter.
Access Course Materials:
Press H to navigate through headings until you reach the course materials section.
Use the arrow keys to select the material you want to access.
Navigate to Assignments:
Press Insert + F6 to bring up the headings list.
Use the arrow keys to find and select the “Assignments” heading.
Access Notifications:
Press Insert + F5 to bring up the form fields list.
Navigate to the notifications section and press Enter.
Navigate to Discussions:
Press H to move through headings until you reach the “Discussions” section.
Use the arrow keys to select and enter a discussion.
General Navigation:
Use Tab and Shift + Tab to move forward and backward through interactive elements.
Press G to navigate to graphics and L to navigate to lists.
One Trick to remember is when a PDF viewer of work opens, the download in WORD link is at the very bottom. Use your links list or ctrl end and up arrow to find it.
Formatting an APA format paper writing style using keyboard commands is an efficient way to create a properly structured document without relying on a mouse. By using shortcuts within programs like Microsoft Word, you can quickly adjust key elements such as margins, fonts, line spacing, and indentation. This guide outlines the essential steps, including setting up the title page, organizing headings, and formatting the references page. By mastering these keyboard commands, you can streamline the process of formatting your APA paper and ensure it meets academic standards.
To format an APA paper using keyboard commands, you can use several standard shortcuts within word processors like Microsoft Word. Follow these tips to make APA format paper writing easier:
1. Setup the Document in APA format paper writing style
Margins: The default margins in Word are typically 1 inch, but you can check by pressing Alt + P, then M, and selecting “Normal”.
Font and Size: Use Ctrl + D to open the Font dialog box. Set the font to Times New Roman and the size to 12. Both settings are essential in APA format paper writing.
Line Spacing: To set double spacing, press Ctrl + 2.
Indentation: For the first line of each paragraph, press Ctrl + T to create a hanging indent. To undo this and create a regular first-line indent, press Ctrl + Shift + T and then Tab to indent the first line.
APA format of paper
2. Title Page
Running Head: Press Alt + N to go to the “Insert” tab, then H for “Header”, and Ctrl + R to right-align the text. Type “Running head: YOUR TITLE” (in caps) on the first page. On other pages, just type the title without “Running head”.
Title: Press Ctrl + E to center the title. Capitalize each major word in the title.
Author and Institution: Press Ctrl + E again to center your name and institution. Press Enter between lines. Proper formatting of this section is crucial for APA format paper writing.
3. Main Body
Heading Levels:
Level 1: Centered, bold. Use Ctrl + E to center and Ctrl + B to bold.
Level 2: Left-aligned, bold. Use Ctrl + L to left-align and Ctrl + B to bold.
Level 3: Left-aligned, bold, and italicized. Use Ctrl + L, Ctrl + B, and Ctrl + I.
Level 4: Indented, bold, ending with a period. Use Ctrl + T for hanging indent, Ctrl + B, and type your text.
Level 5: Indented, italicized, ending with a period. Use Ctrl + T, Ctrl + I, and type your text.
4. References Page
Hanging Indent: Select the references text and press Ctrl + T to apply a hanging indent, following APA format paper conventions.
Title: Center the title “References” using Ctrl + E.
5. Page Numbers
Insert page numbers by pressing Alt + N, then N, and selecting “Page Number”. Place the number in the top right by pressing Ctrl + R.
This approach covers the essential formatting elements for an APA paper using keyboard shortcuts. Let me know if you need specific details on any step for better APA format paper writing! Find MLA Word Format here.
Connecting a Focus Braille Display to a computer using JAWS screen reader enhances accessibility for blind and visually impaired users. The process of connecting a Connect Focus 40 Braille display allows users to interact with digital content through tactile feedback, improving independence and productivity. By following a few simple steps, you can seamlessly connect the Braille display via USB or Bluetooth and configure it in JAWS for optimal use. This guide provides an easy-to-follow approach for setting up your Focus Braille Display and ensuring smooth integration with JAWS.
Here are the steps to connect a Focus Braille Display to your computer using JAWS screen reader:
Connect Focus 40 Braille Display or other displays
Power on the Focus Braille Display
Ensure the Focus Braille Display is fully charged and powered on before connecting.
Connect the Display to the Computer
Use either USB or Bluetooth to connect the Focus Braille Display to your computer.
For USB: Plug the USB cable into both the Braille display and the computer.
For Bluetooth: Enable your computer’s Bluetooth and pair the Focus display in the Bluetooth settings.
Enable Braille in JAWS
Open JAWS by pressing Insert + J. Then, press Alt + O to open the Options menu.
Press B to select Braille or use the arrow keys to navigate, then press Enter.
Select the Braille Display
In the Braille settings window, ensure the “Focus” display is selected under the Default Braille Display dropdown.
If it’s not selected, use the arrow keys to choose “Focus” or manually type the model of the Braille display.
Check Braille Display Connection
After selecting the correct display, click OK or press Enter to confirm the connection.
JAWS should now detect the Focus Braille Display. Braille output should appear, and the display keys will control JAWS.
Configure Settings (Optional)
To further customize settings like verbosity and Braille output, go to Braille options via Insert + J, Alt + O, and B.
Test the Connection
Use JAWS commands on your keyboard or the Focus Braille Display keys to navigate.
If the connection works, the Braille display will respond to the text output from the computer.
By following these steps, you should successfully connect your Focus Braille Display to a computer using JAWS.
Using Excel for geometry tasks, such as inserting shapes and labeling graphs, can be highly effective, especially for visually impaired students. By leveraging keyboard commands, students can efficiently navigate through Excel’s features. For instance, pressing Alt + N opens the Insert tab, and SH brings up the Shapes menu, allowing users to select and draw shapes. To label a graph, students can use Alt + JC to access the Chart Tools Design tab, followed by A to add chart elements like data labels and titles. These steps not only enhance the learning experience but also demonstrate the power of assistive technology in making complex tasks accessible and manageable
Start at the top of A1 and start adding data in both A and B. Make sure you add a space between you 2 Geometric shapes so they can mirror each other or whatever the assignment requires.
Here are other options for Geometry shapes
Here’s how you can insert shapes and label a graph in Excel using keyboard commands:
Geometry: create Shapes and label graphs
Excel for Geometry: Create Shapes and Label Graph
Inserting Shapes
Open Excel and navigate to the worksheet where you want to insert shapes.
Press Alt to activate the ribbon shortcuts.
Press N to go to the Insert tab.
Press SH to open the Shapes menu.
Use the arrow keys to select the shape you want, then press Enter.
Click and drag (or use arrow keys) to draw the shape on your worksheet.
Labeling a Graph
Select your chart by pressing Ctrl + Arrow keys to navigate to it.
Press Alt to activate the ribbon shortcuts.
Press JC to go to the Chart Tools Design tab.
Press A to open the Add Chart Element menu.
Press D to select Data Labels, then choose the desired position using the arrow keys and press Enter.
Adding a Chart Title to Excel for Geometry
Select your chart.
Press Alt to activate the ribbon shortcuts.
Press JC to go to the Chart Tools Design tab.
Press A to open the Add Chart Element menu.
Press T to add a chart title, then type your title and press Enter.
These steps should help you efficiently create Shapes and label graphs in Excel using keyboard commands. If you need more detailed instructions or have any specific questions, feel free to ask!
The Desmos Graphing Calculator using keyboard commands is a powerful and accessible tool for visualizing mathematical concepts and solving complex equations. With a range of keyboard commands, users can efficiently navigate the interface, manipulate graphs, and explore functions without relying on a mouse. Whether you’re zooming in on a graph, adjusting sliders, or using audio trace mode, these commands enhance the user experience, making it easier for everyone, including those with visual impairments, to engage with mathematics. This introduction will guide you through the essential keyboard shortcuts to maximize your productivity and understanding while using the Desmos Graphing Calculator.
The Desmos Graphing Calculator is a powerful and accessible tool for visualizing mathematical concepts and solving complex equations. With a range of keyboard commands, users can efficiently navigate the interface, manipulate graphs, and explore functions without relying on a mouse. Whether you’re zooming in on a graph, adjusting sliders, or using audio trace mode, these commands enhance the user experience, making it easier for everyone, including those with visual impairments, to engage with mathematics.
Essential Desmos Graphing Calculator
General Navigation
Open Graphing Calculator: Alt + G
Focus on Expression List: Ctrl + E
Add New Expression: Enter
Graph Manipulation
Zoom In: Ctrl + +
Zoom Out: Ctrl + -
Reset Zoom: Ctrl + 0
Audio Trace Mode
Enable/Disable Audio Trace Mode: Alt + T
Summarize Selected Curve: Alt + S
Describe Graph Axes: Alt + G
Move to Next Point: Right Arrow or Down Arrow
Move to Previous Point: Left Arrow or Up Arrow
Sliders
Decrease Value: Left Arrow
Increase Value: Right Arrow
Decrease Value by Larger Increment: Page Down
Increase Value by Larger Increment: Page Up
Tables
Next Cell: Tab
Previous Cell: Shift + Tab
Next Row: Down Arrow
Previous Row: Up Arrow
Exporting Graphs
Open Share Menu: Ctrl + Shift + S
Print Graph: Select “Print” to save as a PDF.
Export as Image: Select “Export Image” to save as PNG, SVG, or for a Braille embosser.
Copy Link: Select “Copy Link” to share the graph online.
These commands should help you navigate, edit, and export your graphs efficiently.
In this Video lesson, Dr. Denise Robinson demonstrates the Desmos calculator, an online tool used in schools for graphing solution for even Geometry. She highlights its fun and accessible nature, noting that while she can’t cover all its features in 1 video, she will guide through the basics of using the Desmos.
First, she instructs users to press Control + O for 1 option for a new graph. Using JAWS screen reader. But any screen reader will work. After pressing Control + O, users hit Enter to create a new blank graph. They can navigate through options using the down arrow also for many other types of graphs. Dr. Robinson then guides users to type in formulas to create parabolas and lines, making use of various functionalities in the Desmos Graphing Calculator Solution.
A keyboard appears at the bottom of the screen, which is manageable for low vision children. For low vision children, she recommends using Control + Plus to zoom in, allowing them to adjust the size as needed. Control + Zero returns the display to normal size. Blind students will use the PC built in calculator for full access, ensuring the best use of the Desmos Graphing Calculator Solution.
Desmos Calculator Graphing Solutions- picture of parabola and formulas
Next, Dr. Robinson explains how to open the field dialogues or share or export to emboss a graph by pressing Insert + F5. She mentions Desmos works well in Chrome, Edge and sometimes in Firefox based on updates. She advises users to label their graph. Insert + F5 also assists in many other JAWS screen reader functionalities, enhancing the use of the Desmos Graphing Calculator Solution.
Dr. Robinson then demonstrates typing formulas, such as X superscript 2 minus 1/2. She shows how the graph forms visually and explains using Shift + 6 for superscript. Users can listen to the graph’s details by using H and the arrow keys, with the right arrow moving right and the left arrow moving left, providing detailed information about the graph’s points. Desmos Keyboard Shortcuts and other Math Lessons further elaborate on how to effectively use the Desmos Graphing Calculator Solution.
