Teachers do not need to become experts in these tools, but knowing they exist, and what they are for, helps a teacher respond confidently when a student is already using one, or asks whether one is permitted.
|
Technology |
How and when it helps |
|
NVDA (NonVisual Desktop Access) |
Free, open-source screen reader for Windows, widely used and actively maintained. |
|
JAWS (Job Access With Speech) |
Established commercial screen reader for advanced Windows workflows. |
|
VoiceOver |
Built-in screen reader across macOS, iOS, and iPadOS. |
|
OCR tools (e.g. ABBYY FineReader) |
Converts scanned or image-only pages into accessible, screen-reader-readable text. |
|
Magnification software |
Enlarges on-screen content for students with low vision. |
|
Braille displays and note-takers |
Provide tactile access to digital text, matched to individual literacy in Braille. |
GUIDANCE NOTE: Match technology to the individual student rather than issuing a standard package. Research documents students receiving equipment that did not suit them — a computer mouse, or a Braille display issued before Braille literacy was established — simply because it was the default kit. This wastes resources and can make a student feel unheard.
Sources: Croft (2020), experiences of visually impaired and blind students in UK HE; Hewett, Douglas & McLinden (2023), inequality in access, success, and progression for students with vision impairment; Gulistan State University and Gulistan State Pedagogical Institute examination practice (Uzbekistan Good Practice Guide, 2024).
