Reading technologies
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What are they?
There are many items that help with reading, either on paper or a screen, including magnification and Braille, which can be found under their own headings.
For computer-based work you will generally find that students who are blind or visually impaired may use screen reading technology, while those with specific learning difficulties are helped by text to speech. The former includes speech output for every action and navigational element, while the latter has speech output just of the text in the reading window.
Other reading technologies may include very complex electronic page turners for those with mobility difficulties, or simple devices like a tracking ruler, or acetate coloured overlays to aid reading skills or reduce glare when reading black text on white paper.
How are they used?
Speech output from a computer may be used for all reading and communication, as well as for all written assignments and in e-learning situations.
The more complex screen readers can be adapted (via macros, scripts and mapping) to work with course-specific programs such as statistics software, databases and programming languages.
It is possible to network these programs so that they are accessible to all, but ensure students are still able to customise settings, such as the voice type, speed, pitch and volume, to their preferences.
Any issues to be aware of?
Be aware that extra time may be needed. It is not possible to skim read or scan with audio, and reading has to occur in a linear format. Picking out key points takes longer. Try to reduce the reading load if possible.
Material without informative headings or a clear layout that can be captured by the screen reader takes longer to navigate.
Braille and speech output note takers use similar software to that found on the computer, and this may be audible at times, so headphones may be required for use in open access areas.