Screen Reading Applications

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Designed to aid people who are blind or visually impaired in accessing digital content. It works by converting text displayed on a screen into synthesized speech or braille output. Users interact with their computers or mobile devices through auditory cues rather than visual ones.

  • Sensory
    • Hearing
    • Print
    • Vision

High Tech

Considerations

Take the following considerations into account when selecting and implementing AT to ensure that the chosen tools are well-suited to the student’s needs, align with their goals, and seamlessly integrate into their educational journey. By embracing a collaborative approach and considering the specific skills, tasks, and implementation context, educators can provide students with the necessary support to thrive academically and functionally, promoting inclusivity and fostering their overall success.

Find potential contacts within your LEA and at your ESC for support.

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Find potential contacts within your LEA and at your ESC for support.

  • Teacher of Students with Visual Impairments (TVI): A TVI is a licensed teacher who has received specialized training and certification in meeting the educational needs of students who have visual impairments ages birth to 21 years. This role may involve adapting teaching methods and materials to accommodate the unique needs of students with varying degrees of vision loss. They are skilled in using and teaching students to use assistive technologies such as screen readers, braille displays, and audio books.
  • Special Education (SpEd) Teacher: A SpEd teacher delivers specially designed instruction (SDI) to students with disabilities. The teacher may serve differing roles, including but not limited to, a co-teacher, provider of direct instruction, and/or provider of indirect services, including consultative services. This teacher is a required member of the Admission, Review, and Dismissal (ARD) committee who participates in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP). The teacher contributes to drafting annual goals, developing how student progress will be measured, and determining any needed modifications to the student's general education curriculum and accommodations. The teacher makes recommendations about supplementary aids and services which may include any needed assistive technology (AT) services. The special education teacher may be a member of the LEA assistive technology (AT) team.

What skills or tasks will the student utilize this tool for? What areas, functional or academic, does this tool support?

  • Reading
  • Research
  • Reading music

In what activities, classes, or environments will the student utilize this tool?

Screen reading applications are essential assistive technology supports that can greatly benefit students with various learning disabilities, visual impairments, or other conditions that affect reading ability. Here's how they can help students in schools:

  • Accessibility: Screen reading applications make digital content accessible to students with visual impairments by converting text on the screen into synthesized speech or refreshable Braille displays. This allows visually impaired students to access the same educational materials as their peers. 
  • Independence: These applications empower students by allowing them to independently access and engage with digital content without relying on others for assistance. This fosters a sense of independence and self-reliance, which is crucial for their academic and personal development. 
  • Customization: Screen reading applications often offer customization options, such as adjusting reading speed, voice type, font size, and color contrast. This allows students to tailor the reading experience to their individual preferences and needs, enhancing their comprehension and retention of information. 
  • Multimodal learning: Some screen reading applications support multimodal learning by offering features such as highlighting text as it is read aloud or displaying images with descriptions. This can improve comprehension by providing multiple sensory cues and reinforcing learning through different modalities. 
  • Integration with learning management systems: Many schools use learning management systems (LMS) or educational platforms to deliver content and assignments. Screen reading applications can seamlessly integrate with these platforms, ensuring that students can access all digital resources provided by their teachers. 
  • Support for multiple file formats: Screen reading applications can read a wide range of file formats, including documents, web pages, PDFs, e-books, and more. This versatility enables students to access educational materials from various sources, including textbooks, online resources, and supplemental materials.

Resources and Training

CFR 300.324(a)(2)(v) requires the Admission Review and Dismissal (ARD) committee to consider whether a child needs assistive technology devices and services in the development, review, and revision of their IEP. This resource is intended to serve as a repository of the most commonly used AT resources to assist users with understanding the purpose of each AT tool, aspects of use for consideration within IEP development for students, and additional AT implementation resources.

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