For more information, please contact Dr. Joshua Hawkins, Program Manager, at joshua.hawkins@okstate.edu or 405.744.7609.
What is Assistive Technology for Vision?
- Vision AT is technology that helps people see better, or better comprehend what they cannot see.
- Vision AT includes tools that help individuals maximize the use of any remaining vision and access their environment using other senses, such as hearing and touch.
- Optical and electronic magnifiers and other tools enhance visual perception.
- Screen readers, talking calculators, and other tools provide auditory feedback and are useful for individuals who are blind or have low vision.
- Electronic braille devices, navigation aids, and other tools provide tactile feedback and allow a person to comprehend information through their sense of touch or proprioception.
- A person may use multiple tools depending on the setting and tasks.
Common No-Tech and Low-Tech Vision AT Solutions:
- Adjust lighting
- Adjust seating in relation to windows or other light sources
- Adjust text and background colors in electronic materials
- Braille materials
- Bold-lined paper and rigid writing guides
- Change font size
- Colored overlays
- Increase contrast in printed materials
- Large print materials
- Optical magnifiers
- Reduce visual clutter
- Tactile graphics
- Tactile identifiers such as braille labels, plastic dots, and textured stickers
- Text-to-speech
Who Needs Vision AT?
- Individuals of any age who are blind or have visual impairments which cannot be fully corrected with glasses or surgical interventions
- Those with brain-based disorders, such as cortical visual impairment (CVI) or traumatic brain injury (TBI), which cause differences in visual perception
- Those with temporary conditions which affect visual perception
- Anyone who may lose vision in the future due to a degenerative eye condition
School Environment
- Accessing textbooks and other reading materials
- Navigating to and from school and extracurricular activities
- Navigating within classrooms, the cafeteria, and outdoor areas
- Seeing during assemblies, group activities, and sports events
- Using balls and other sports equipment
- Viewing teacher lectures/whiteboard
Socialization
- Communicating by phone, text, and social media
- Viewing sheet music
- Using balls and other sports equipment
Work Environment
- Identifying and using items in the workplace
- Using a computer for reading and editing documents, entering data, or other work tasks
- Navigating to and from work, and within the workplace
Home Environment
- Cleaning and other chores
- Cooking/meal preparation
- Using a computer for entertainment, paying bills, and reading
- Choosing clothes to wear
- Navigating inside the home
Community
- Seeing/Experiencing concerts, movies, sporting events, religious events, and theatrical performances
- Reading menus when dining out
- Researching at the library
- Shopping
- Navigating public transportation
- Q – If a student or job seeker is blind, does that mean you will have to provide all reading materials in braille?
- A – Not necessarily. First, you’ll want to ask the individual what format they prefer. If electronic documents are properly formatted, the student or employee will be able to access them on a computer using text-to-speech, or an electronic braille display.
- Q – If a job seeker has low vision, will the company need to enlarge materials and provide brighter lighting?
- A – It depends. Bigger and brighter are not always better. Sometimes magnification doesn’t help. For instance, if a person has good acuity, but a narrow field of vision, enlarging materials will only make reading more difficult. Likewise, with lighting. Due to various eye conditions, some individuals will need brighter lighting, while others will need to avoid bright lights and glare. Sometimes a person will benefit from natural light, while another will need to be seated away from windows. Consult with a Teacher of the Visually Impaired or Vocational Rehabilitation Specialist for help determining the best strategies for optimizing remaining vision.
- Q – Will an individual need the most expensive, and most high-tech device?
- A – High-tech is not always better than low-tech. This depends on the condition, as well as the degree of vision loss, and the situation in which the tool may be needed. You may wonder if there is one tool that will meet all of a person’s needs. This is usually not the case for those who are blind or have visual impairments. Multiple tools may be needed. For instance, a student or employee may have a large desktop magnifier at a desk, and a handheld magnifier to carry around. A person who reads braille may need a large braille display to connect to his or her desktop computer, and a smaller portable device to use in other places. Consult with a Teacher of the Visually Impaired or Vocational Rehabilitation Specialist for help determining which tools to try.
- Q – How can I determine what materials and tools are appropriate for an individual with visual impairments?
- A – Consult with a professional! Providers such as Low Vision Optometrists, Occupational Therapists, Teachers of the Visually Impaired, and Orientation and Mobility Specialists can help determine what accommodations and AT to consider depending on an individual’s unique needs. Trialing devices of various makes and models will help you determine what works and avoid costly purchases that end up not being beneficial.
- Q – In addition to an AT Assessment, what special types of assessments can help educators determine the needs of students with visual impairments?
- A – A functional vision assessment (FVA) and a learning media assessment (LMA) will guide educators in determining what formats of educational materials and which tools are appropriate for the individual’s unique needs.
AT Solutions at ABLE Tech:
View ABLE Tech’s Vision AT Inventory
Visit ABLE Tech's Vision AT/DME Reuse/Exchange Inventory
Helpful Links and PDF Resources:
- AIM Center at the Oklahoma Library for the Blind and Physically Handicapped
Maintains a central depository of braille and large print textbooks and other specialized instructional materials for loan to Oklahoma students who cannot use regular print - American Foundation for the Blind
Advocates for better policies that promote accessibility, equality, and opportunity for people who are blind or visually impaired - AppleVis
Empowering users who are blind and have low vision to access Apple products and related applications - Association for Education and Rehabilitation of the Blind and Visually Impaired (AERBVI)
Professional membership organization dedicated exclusively to professionals who provide services to persons with vision loss - Bookshare
Online library of accessible digital reading materials, including textbooks, novels, and other curricular materials - Braille Authority of North America (BANA)
Facilitates the use, teaching, and production of braille - Family Connect
Guidance on assessments for students who are blind or visually impaired - Hadley School
Personalized learning for adults with vision loss or blindness - Job Accommodation Network (JAN)
Free, expert, and confidential guidance on workplace accommodations and disability employment issues - Liberty Braille
Request and receive braille materials, tactile graphics, large print materials, and iPads for students to use with accessible digital text - Microsoft Accessibility Support
Accessibility features of Microsoft products - National Center on Accessible Educational Materials
Promoting and supporting creation and use of accessible technologies - National Federation of the Blind
Network of blind members who coordinate programs, services, and resources to defend the rights of blind Americans; provide information and support to blind children and adults; and build a community that creates a future full of opportunities - NewView Oklahoma
Empowering individuals facing vision loss to maximize their opportunities to live life without limits; provides comprehensive low vision rehabilitation services, meaningful employment services, and engaging community programs - Oklahoma Department of Rehabilitation Services (DRS) Services for the Blind and Visually Impaired
Supporting job seekers who have visual impairments and blindness - Oklahoma School for the Blind (OSB)
Residential and non-residential education in Muskogee, plus statewide outreach services - Paths to Literacy Learning Media Assessment (LMA)
Framework for selecting appropriate literacy media for student who are visually impaired - Wisconsin Assistive Technology Initiative Resources
Information guides for students who are blind or have low vision
Video/Webinar/Podcast Resources:
- AEM/Liberty Braille Webinar
Kimberly Berry, ABLE Tech Teacher of the Visually Impaired and Cristin Lockwood, Liberty Braille Transcriber, discuss Accessible Educational Materials (AEM) and how to obtain large print, braille, and digital materials from Bookshare - Assistive Technology 101 and Funding for AT
Overview of AT categories including definitions and types of AT students often need - Assistive Technology for Vision Loss
An in-depth look at AT for individuals with visual impairment or blindness - Bookshare for All Ages
Certified Academic Language Therapist Tiffany Jenkins provides tips and tricks for using Bookshare to read accessible digital text - Creating a Bookshare Organizational Account
Step-by-step instructions for setting up an organization account in Bookshare to provide accessible digital text to students who have difficulty accessing standard text - Dealing with Low Vision by Southwestern Eye Center
Short, easy-to-understand overview of what it means to have low vision - Free-to-Low Cost AT
Exploring free to low-cost AT solutions - TEDx Kristin Smedley: How I Learned to See Through the Eyes of My Sons Inspiring testimonial from a parent of children with a genetic mutation that causes blindness
- Therapy for Low Vision: The Role of Optometrists by BrightFocus Foundation
Learn how optometrists can help patients with low vision due to glaucoma and macular degeneration - Zimmerman Low Vision Simulation Kit
Using the Zimmerman Low Vision Simulation Kit for educating sighted individuals about those who have low vision
Case Studies of Individuals with Vision AT Needs and Recommendations
Case Study #1
3-year-old Pre-K student, low vision, delayed fine motor skills
This 3-year-old Pre-K student has low vision and delayed fine motor skills recently and transitioned into public school from the SoonerStart Early Intervention Program. The school is looking for tools to help the student participate in the early childhood special education classroom to see and manipulate objects and printed materials. She is quite unsteady walking, and teachers are not sure how much of her environment she can see. They are searching for tools to capture her interest and prompt her to use her vision.
Possible Recommendations:
As this student is unable to see, hold, and manipulate objects easily, a possible solution is a page magnifier which has legs and a light for illuminating from above or LightBox which has a surface for placing objects which are illuminated from below. The LightBox is sturdy, yet portable. An iPad with early childhood apps could also be considered; however, the student would have to hold the device steady or use a tablet stand.
Goals and Outcomes:
The student will show increased participation in the early childhood special education classroom. A possible goal for tracking outcomes would be to increase the number of times the child visually attends to objects placed on the Lightbox surface, as well as the number of times the student initiates use of the tool.
See the attached SETT Framework form for feature-matching solutions based on the Student, Environment, Tasks, and Tools model.
Case Study Forms – SETT Framework
Sample Solutions:
LightBox
Full Page Magnifying Sheet w/Legs, Light and Neck Cord
iPad
If you are interested in these recommended devices, please visit our Device Loan Program webpage to apply for a short-term loan.
Case Study #2
Middle school student, visual impairment, unable to read standard text
This middle school student has a visual impairment. He was able to keep up with reading assignments in elementary school with the use of a page magnifier and support of a paraprofessional who often read books aloud. However, with his transition and the increasing demands of middle school, a solution is needed to help him become more independent with reading tasks. He needs a tool, or tools, to allow him to read printed or digital materials in the classroom, school library, and at home.
Possible Recommendations:
Providing digital text from Bookshare is one option that will allow the student to read books on an iPad with the Voice Dream Reader app. The student will be able to read visually until his eyes fatigue, and then he can switch to auditory learning, and listen to the text read aloud with synthesized speech. The student will also be able to use the app to read worksheets and other documents that his teachers provide electronically. As the student often needs to see what teachers write on the whiteboard, he will also benefit from using the MATT Connect (Smart Tablet Magnifier). The MATT Connect can be folded and placed in a rolling cart for transport between classes. Another consideration is the OmniReader and the CCTV Merlin HD 17” Desktop Electronic Magnifier, but those do not provide all of the features of the iPad with app or the MATT Connect.
Goals and Outcomes:
The student will use AT to access/learn math concepts demonstrated by the teacher on the whiteboard and respond with increasing accuracy when answering math problems.
See the attached SETT Framework form for feature-matching solutions based on the Student, Environment, Tasks, and Tools model.
Case Study Forms – SETT Framework
Sample Solutions:
MATT Connect Smart Tablet Magnifier
Voice Dream Reader App
OmniReader
If you are interested in these recommended devices, please visit our Device Loan Program webpage to apply for a short-term loan.
Case Study #3
High school sophomore, blind, learning braille
This 15-year-old high school sophomore is close to transitioning from high school to higher education, so the Teacher of the Visually Impaired (TVI) wants to help her learn to read and write in braille. The student needs a tool to help her learn braille that can also be used through college. It is important for her to be able not only to write in braille, but also read electronically, and create and save documents.
Possible Recommendations:
The TVI considered a range of low-tech to high-tech solutions, including a braille slate and stylus, a Smart Brailler, an electronic braille display, and an electronic braille notetaker. Portability was considered important because this student needs to carry the device to and from school and between classes. A tool that meets all of these needs is the BrailleNote Apex Notetaker. The Apex is a computer in itself, which allows the student to read and write in braille, create and save documents, and even conduct research wirelessly.
Goals and Outcomes:
Using the electronic braille notetaker, the student will learn to write braille contractions from dictation.
See the attached SETT Framework form for feature-matching solutions based on the Student, Environment, Tasks, and Tools model.
Case Study Forms – SETT Framework
Sample Solutions:
Braille Sense U2
Focus 40 Braille Display
Braille Note Apex Notetaker
If you are interested in these recommended devices, please visit our Device Loan Program webpage to apply for a short-term loan.
Public sources
- All ages: Medicaid - SoonerCare Choice
- All ages: Medicaid - SoonerCare Traditional
- All ages: Oklahoma Library for The Blind & Physically Handicapped
- All ages: Oklahoma Reutilization Program
- All ages: TRICARE
- Ages 0 - 3: SoonerStart - Early Intervention Program
- Ages 0 - High School Graduation: Accessible Instructional Materials Center
- Ages 0 - 18: Family Support Assistance Program
- Ages 0- 20: Medicaid – SoonerCare Child Health Program
- Ages 3 - 17: Medicaid – In-Home Support Waiver for Children
- Ages 3 - 21: Special Education Services Division - Local Education Agency (LEA)
- Ages 18 and older: Medicaid - Community Waiver
- Ages 18 and older: Medicaid - In-Home Support Waiver for Adults
- Ages 19 and older: Medicaid - Money Follows the Person Waiver
- Students in transition through working age: Vocational Rehabilitation Program – Services for the Blind and Visually Impaired
Private Sources
- All ages: ABLE Tech Financial Loan Program
- All ages: WovenLife (formerly Easter Seals of Oklahoma)
- For public school educators: Limeades for Learning
- For school districts: Oklahoma Educational Technology Trust
Case Study #1
Job seeker who is visually impaired, needs a screen reader and listening solution to work in a call center
This job seeker has a visual impairment and is being considered for a position as a customer service representative for a call center. He has informed the company he needs screen reading software. The job will require him to use a single-ear Bluetooth headset with the telephone, so he will need to listen to the screen reader with his other ear.
Possible Recommendations:
The screen reader must be easy to use, robust, and have available customer support. Tools to consider include the computer’s built-in accessibility screen reading feature, JAWS Screen Reader, and the free, downloadable NonVisual Desktop Access (NVDA) Screen Reader. Built-in accessibility can be difficult to use and has limited features. The NVDA software is comparable to JAWS functionally; however, no technical support is available. These options need to be used with headphones or earbuds. Standard headphones cover both ears and block ambient sound. Earbuds offer the option of using one earbud with mono-audio but ambient sounds are blocked and quality is decreased. Aftershokz Bluetooth Headphones sit on the cheekbones and use bone-conduction technology to receive sound. The Aftershokz Bluetooth Headphones are also wireless allowing the job seeker to move around his workspace and the within the office building while working.
Goals and Outcomes:
The job seeker will utilize AT to successfully perform the job functions including answering the telephone and entering information in the computer database.
See the attached HAAT Model form for matching the employee to needed AT.
Case Study Forms – HAAT Model
Sample Solutions:
JAWS Screen Reader
NVDA Screen Reader
Aftershokz Bluetooth Headphones
If you are interested in these recommended devices, please visit our Device Loan Program webpage to apply for a short-term loan.
Case Study #2
Employee with low vision due to diabetic retinopathy, needs magnification, works in accounting office
This employee has worked for many years in the accounting department of a large university, but diabetic retinopathy has caused her to lose vision, and she now has difficulty performing work duties. Her position requires reading and entering sensitive personal and financial data in a database, operating commonly used office software, and reading from electronic files.
Possible Recommendations:
This employee will need a tool to magnify the computer screen. Tools to consider for magnifying digital content include built-in accessibility on a desktop computer. If more robust features are needed, ZoomText software may be used. Both options fully integrate with the computer, and enlarge and enhance everything on the screen. If the employee uses her current computer, there is no additional cost to using built-in accessibility.
Goals and Outcomes:
The employee will use AT to read documents received electronically and perform all of the functions of her job.
See the attached HAAT Model form for matching the employee to needed AT.
Case Study Forms – HAAT Model
Sample Solutions:
Laptop (with Built-in Accessibility Features)
ZoomText Screen Magnification Software
If you are interested in these recommended devices, please visit our Device Loan Program webpage to apply for a short-term loan.
Case Study #3
Massage therapist who is blind, needs tactile supports to work in therapy business
This employee is a licensed massage therapist who is blind and reads grade 1/beginner-level braille. She needs to be able to distinguish between bottles of various lotions and oils, and operate various appliances such as a washing machine, clothes dryer, hot towel warmer, and crockpot for warming stones.
Possible Recommendations:
The employee needs a labeling tool such as the 6Dot Braille Label Maker to create labels for the oils and lotions she will use when performing client massages. She will also need some inexpensive stickers of various shapes and textures for identifying buttons on appliances.
Goals and Outcomes:
The employee will use braille and tactile labels, to fully access equipment and materials she needs for practicing the trade for which she is trained and licensed.
See the attached HAAT Model form for matching the employee to needed AT.
Case Study Forms – HAAT Model
Sample Solutions:
6Dot Braille Label Maker
Bump Dots for Visually Impaired
If you are interested in these recommended devices, please visit our Device Loan Program webpage to apply for a short-term loan.
Funding Sources for Individuals with Vision Needs
Public Sources
- All ages: Medicaid - SoonerCare Choice
- All ages: Medicaid - SoonerCare Traditional
- All ages: Oklahoma Reutilization Program
- All ages: Oklahoma Library for The Blind & Physically Handicapped
- All ages: TRICARE
- Ages 3 and older: Medicaid - Community Waiver
- Ages 3 - 21: Special Education Services Division - Local Education Agency (LEA)
- Students in transition through working age: Vocational Rehabilitation Program – Services for the Blind and Visually Impaired
- Ages 18 and older: Medicaid - In-Home Support Waiver for Adults
- Ages 19 and older: Medicaid - Money Follows the Person Waiver
- Working ages: Supplemental Security Income Work Incentives
- Must be a veteran: Veterans Benefits
Private Sources
- All ages: ABLE Tech Financial Loan Program
- All ages: WovenLife (formerly Easter Seals of Oklahoma)
Case Studies of Individuals with Vision AT Needs and Recommendations
Case Study #1
Toddler who is blind, developmentally delayed, needing activities for home
This toddler lost most of her eyesight due to brain damage from an injury. Prior to the injury, she was a typically developing baby. She has difficulty holding her head up and crawling. She needs to develop readiness skills for future socialization and academic activities.
Possible Recommendations:
Infants and toddlers with visual impairments need extra help to develop important concepts like object permanence. Consider constructing a play area with a low ceiling to hang toys or other objects that the child can feel them when he moves his arms or kicks his legs. This will provide opportunities for physical connection with objects. To improve the concept of sound localization, consider introducing toys that make sounds as these provide motivation for a toddler with low vision or blindness. This will help the child begin making associations between objects and their sounds. The Visually Impaired Activity Center and the Lighted Musical Tambourine are two tools that provide auditory, tactile, and visual supports to encourage interaction. Using balls, like the Jingle Bell Ball, that have interesting textures and make sounds when playing with infants and toddlers provides motivation for movement, with the goal of developing crawling and walking skills.
Goals and Outcomes:
This toddler will explore her world using toys and tools with interesting sounds and varied textures, leading to increased physical activity and human interaction.
See the attached HAAT Model form for matching this toddler to needed AT.
Case Study Forms – HAAT Model
Sample Solutions:
Jingle Bell Ball
Lighted Musical Tambourine
Visually Impaired Activity Center
If you are interested in these recommended devices, please visit our Device Loan Program webpage to apply for a short-term loan.
Case Study #2
Elderly nursing home resident, lost vision due to macular degeneration
This individual has a visual impairment and now lives in a retirement community, she would like to be able to read newspapers and novels to help pass the time between visits with friends and family. She also needs to be able to read medicine bottles and other items to help maintain some of her independence.
Possible Recommendations:
A variety of devices, software, and services are available to assist individuals who cannot read due to visual impairment or blindness including audiobook players like the iPad with Reading App and Built-in Accessibility Features and the BookPort Plus, low-tech portable magnifiers like an Easy Pocket Magnifier, and high-tech handheld electronic video magnifiers like the Ruby 7” HD Handheld Magnifier. Lower-tech options are often low cost, portable, and easy to use. Higher-tech options often include a digital camera which allows for storing images to magnify and read at a later time.
Goals and Outcomes:
The individual will use AT to keep her mind sharp, stay up-to-date on current events, and have more engaging social experiences in the nursing home.
See the attached HAAT Model form to see how to match this person with needed AT.
Case Study Forms – HAAT Model
Sample Solutions:
iPad with Book Reading App and Built-in Accessibility Features
Easy Pocket Magnifier
Ruby 7" HD Handheld Magnifier
If you are interested in these recommended devices, please visit our Device Loan Program webpage to apply for a short-term loan.
Case Study #3
Retired homemaker who is blind, is experienced with technology and needs it for social interaction
This individual has used computers, smartphones, and braille reading technology for many years. She is looking for a small- to medium-sized electronic braille device to use at home and in the community.
Possible Recommendations:
Several options include the Braille Sense Polaris, BrailleNote Touch, and the Smart Beetle. The Braille Sense Polaris features a 32-cell display, while the BrailleNote Touch 32 combines the functionality of an iPad with a braille display. With just 14 cells, the Smart Beetle offers portability and convenience for reading electronic text from the internet on-the-go, when paired with a smartphone.
Goals and Outcomes:
The individual will use AT to increase knowledge and enthusiasm for interacting with friends and family via social media, helping her stay socially engaged and excited about life.
Case Study Forms – HAAT Model
Sample Solutions:
Smart Beetle
BrailleNote Touch 32
Braille Sense Polaris
If you are interested in these recommended devices, please visit our Device Loan Program webpage to apply for a short-term loan.
Funding Sources for Individuals with Vision Needs
Public Sources
- All ages: Oklahoma Reutilization Program
- All ages: Oklahoma Library for The Blind & Physically Handicapped
- All ages: TRICARE
- Ages 0 - 3: SoonerStart - Early Intervention Program
- Ages 0 - 18: Family Support Assistance Program
- Ages 0 - 19: Medicaid - TEFRA
- Ages 0 - 20: Medicaid – SoonerCare Child Health Program
- Ages 3 - 17: Medicaid – In-Home Support Waiver for Children
- Ages 3 - 21: Special Education Services Division - Local Education Agency (LEA)
- Ages 18 and older: Medicaid - Community Waiver
- Ages 18 and older: Medicaid - In-Home Support Waiver for Adults
- Ages 19 and older: Medicaid - Money Follows the Person Waiver
- Working ages: Supplemental Security Income Work Incentives
- Ages 55 and older: Older Blind Independent Living Services Program
- Must be a veteran: Veterans Benefits
Private Sources
- All ages: ABLE Tech Financial Loan Program
- All ages: WovenLife (formerly Easter Seals of Oklahoma)