Title: Video Lesson: Demonstration of Assistive Technology for Alternative Reading
Course: Ensuring Inclusive Access Through the Use of Assistive Technology > Section: Assistive Technology as a Form of Support for Student Learning, Teaching and Assessment

Videolekcija (VL-5IP-6)

Many students with disabilities may experience a range of difficulties related to reading, which can significantly hinder their work and learning. Assistive technology for alternative reading will be discussed in the video lesson: Demonstration of Assistive Technology for Alternative Reading.

Poveznica na obrazac sadržajne razrade videolekcije:

https://www.dropbox.com/scl/fi/76g5jvw7ayyog50gah6v1/VL-5IP-6_nakon-recenzije.docx?rlkey=cds86slih76rnuzydjd1qae4g&st=jrgz0rv6&dl=0

Moodle resurs: Poveznica

Many students with disabilities may experience a range of difficulties related to reading, which can significantly hinder their work and learning. Assistive technology for alternative reading will be discussed in the video lesson: Demonstration of Assistive Technology for Alternative Reading.

Watch the video lesson: Demonstration of Assistive Technology for Alternative Reading.

Duration: 9 minutes and 47 seconds

Watch the video at least twice.

Transcript

Reading is a cognitive process of decoding symbols in a way that assigns them meaning. It is a form of language processing. Many students with disabilities may have a diverse spectrum of difficulties related to reading itself, which can significantly hinder their work and learning. Whether dealing with specific learning difficulties, cerebral visual impairment, low vision, blindness, motor or cognitive challenges, assistive technology offers a range of tools to compensate for these difficulties. Such solutions use advanced software and hardware to transform written text into more accessible formats and provide interactive tools for better comprehension and engagement.

Assistive technology for alternative reading that can help students primarily includes Text-to-Speech (TTS) software. This is a key technology that converts digital text into audio format. Users can listen to e-books, websites, documents, and other digital content read aloud. Advanced TTS software offers various voices, reading speeds, and the ability to highlight text during pronunciation for better tracking. Such software can be integrated into computers themselves but can also come in the form of small digital aids that are completely portable and work independently of computers. Students with greater motor or sensory difficulties will need to use such software on computers. Students with ADHD, dyslexia, etc., who have preserved fine motor skills can use such small devices directly on printed textbooks. Many TTS software solutions have Optical Character Recognition (OCR) integrated. OCR technology converts images of printed or handwritten text into digital text, which can then be read using TTS software or screen readers, edited, or searched. This is extremely useful for accessing materials that are not originally in digital format (e.g., scanned books, worksheets).Screen Readers are more sophisticated than TTS, as screen readers interpret and verbalize all elements on a computer, smartphone, or tablet screen, including text, images, menus, and application controls. They enable complete navigation and interaction with the digital interface without relying on vision. They are often used in combination with refreshable Braille displays. Many screen readers also have the capability of optical character recognition. Examples include JAWS (Job Access with Speech), NVDA (Non-Visual Desktop Access – free), VoiceOver (built into macOS and iOS), TalkBack (built into Android). Although all these examples were originally conceived as aids for blind and/or visually impaired people, today they are legitimately used by all students with disabilities who need them, regardless of the type of difficulties they face.Refreshable Braille Displays are devices entirely dedicated to blind and severely visually impaired individuals who express themselves in writing using the Braille alphabet. These are hardware aids that display digital text in Braille via a series of dynamically rising and falling pins. They are used in combination with screen readers and allow blind and visually impaired users to tactually read digital content. Many models also have an integrated Braille keyboard for text input.Screen Magnification Software is intended for students with low vision. This software enlarges the display on the screen, making it easier to read text and visual elements. It often offers additional features such as colour and contrast adjustment to reduce eye strain. It should be noted here that students who also face cerebral visual impairment due to cerebral palsy can benefit from such software due to greater visual customization of the text, its content, brightness, and contrast. Examples: ZoomText, Magnifier (built into Windows and macOS), and Dolphin software.

Smart Reading Devices are standalone devices that combine OCR, TTS, and sometimes other functions (e.g., face, object recognition) to provide users with visual impairments a comprehensive solution for accessing information from the environment and printed materials. Examples: OrCam Read, Victor Reader Stream.

Software and applications for dyslexia support: These tools offer features that facilitate reading for people with dyslexia, such as changing the font (e.g., dyslexia-friendly fonts), adjusting spacing between letters and lines, highlighting text during reading, dictionaries with pronunciation, and phonetic analysis tools. Examples: Dyslexie font, OpenDyslexic, applications with integrated dyslexia tools.Advanced features within operating systems and browsers: Modern operating systems (Windows, macOS, Android, iOS) and web browsers (Chrome, Firefox, Safari) increasingly integrate built-in reading accessibility tools, including basic TTS, screen magnification, and display customization. There are also numerous browser extensions that offer additional functions to improve the readability of web content.

For individuals with visual impairment, electronic magnifiers should certainly be mentioned. These use a camera to capture text or an image, digitally process it, and display the magnified content on a screen. They are available in two main categories: portable and fixed (stationary), each with its own advantages and applications. Portable ones are compact, lightweight, and battery-powered, allowing students to use them anywhere – at home, at college, in the library, etc. Portable magnifiers have a built-in camera that captures the text or object being viewed. The image is then digitally processed and displayed on a small, integrated LCD screen in magnified form. Most models offer various levels of magnification, contrast adjustment, and a choice of display colours (e.g., black on white, white on black, yellow on blue) to optimize readability for the user's individual needs. Some more advanced models may also have image freeze function (for detailed observation), image saving, optical character recognition (OCR) with a read-aloud function (TTS), and the ability to connect to an external larger screen.

Fixed electronic magnifiers are designed for use in one place, i.e., the student's desk. They consist of a camera mounted on a stand above the work surface and a large screen that displays the magnified content. The student must independently position the textbook under the camera. The camera captures the image, which is then displayed magnified on the large screen. Fixed magnifiers usually offer a wider range of magnification than portable ones, greater flexibility in adjusting the position of the camera and materials, different colour and contrast display modes, and often a reading line or masking function to reduce distractions. Some models also have OCR and TTS functions, as well as the ability to connect to a computer for further text processing.

Page turning devices are used by students with limited or no function of their hands and fingers to independently read books, magazines, and other printed materials. These devices automate the page-turning process, thus eliminating the need for fine motor skills, which is a major challenge for many people with disabilities. The device consists of a base and a holder that securely holds the book in the optimal reading position, and a mechanism consisting of tiny motors turns the pages. Such aids may have motorized rollers or levers that grasp the page of the textbook and flip it . Some models work on the principle of directed air blowing that separates the top page and flips it over, while others have vacuum pads or magnetic systems. Such aids are activated and controlled by added sensors depending on the student's motor abilities, and these are placed on the part of the body that the student can fully control voluntarily.Assistive technology for alternative reading provides the ability to read and comprehend, which is of immeasurable importance for greater independence and the possibility of studying.