Assistive Tool 2

 Reflection On Screen Readers for Inclusive Classroom

Inclusive education aims to promote equity, where all students gets equal learning opportunities regardless of their physical or cognitive differences. For learners with visual impairments, Screen Readers are an important assistive tool that helps make the traditional classroom setting more accessible to all the students. In this reflection, I am going to write screen readers as an assistive tool, exploring its key features, advantages, limitations and appropriateness of screen readers in promoting inclusive education.

Screen Readers includes programs like JAWS (Job Access With Speech), NVDA (Non-Visual Desktop Access), and Apple’s VoiceOver, are assistive tools that converts written texts into spoken words or Braille output. These tools re designed to help people who have visual problems to have access to digital contents, like text, images and use application and websites using audio cues or touch-based feedback (AbilityNet, n.d.). People who are blind or have limited are the main user of screen readers (AbilityNet, n.d.).  Screen readers make it possible for visually impaired learners to have access and engage with various type of teaching-learning materials giving them the opportunity to learn the same as those who does not have any problem with their vision.

Screen Reading software plays a very important role in promoting inclusive education, particularly for those students who have significant visual impairments or blindness. These tools are much more advanced than basic magnification tools, it converts written text into synthesized speech or Braille. For students, tools such as JAWS (Job Access With Speech) plays a very important role in helping students navigate computer applications, browsing internet and reading documents independently (Willings, 2024).  This independence enhances their academic progress by reducing reliance on others for assistance. Moreover, screen reading tools offers broad functionality, enabling students to use various digital platform and help them perform a wide range of tasks on their own (Willings, 2024). Thus, to fully utilize the benefits of screen readers, schools must make sure that appropriate screen reading tools are available and invest in giving proper training for both the teachers and the students (WIllings, 2024).

Despite being one of the most valuable tools for supporting inclusive education, screen reader also comes with certain limitations. Firstly, websites lack proper structures, like using clear headings and correct HTML markup, making it hard for screen reading tools to interpret and navigate the contents correctly (Loseby, 2024). Secondly, inaccessible digital materials like e-books, academic journals, and multimedia contents without captions, limits access to essential educational materials for visually impaired students (Shazad, 2021). Additionally, the high cost of screen reading software, limited training and general lack of awareness about the needs of visually impaired learners makes it difficult for students to effectively use the tool (Shazad, 2021).

From my perspective, screen readers are a very effective tool for creating an inclusive classroom. Despite it having some limitations, they allow students with visual impairments to access to contents and participate fully in learning and assessments similar to their sighted peers. I also believe that introducing screen reader and providing training in regular classrooms can help students with better sights to better understand and support their peers with visual problems, fostering a more welcoming and inclusive learning environment. However, for screen readers to be effective in classroom, teachers must also offer continuous support to the students making sure that all the learning materials are accessible for the tools being used. This ensures that every student is given the same opportunity and have equal access in learning.

 In conclusion, screen readers are vital assistive tools that plays a critical role in promoting inclusive education, especially for those with visual impairments. These tools allows visually impaired learners to have autonomy and access to the learning materials just like any other students. Although there are challenges associated with using screen readers as an assistive tools in classroom, its advantages in promoting independence and equal learning opportunities are undeniable. Moreover, for fostering inclusive educations, schools must also take responsibility in providing the necessary tools, ensuring digital materials are accessible, and offer continuous support and training for both teachers and students.

[Picture 1: A visually impaired person usingscreen reader on laptop. using high contrast settings and audio feedback to navigate digital materials]

[Picture 2: a student using JAWS screen reader on a desktop computer]

References

Willings, C. (2024, May 27). Teaching students with visual impairment: Computer access. https://www.teachingvisuallyimpaired.com/

AbilityNet. (n.d.). Introduction to screen readers. https://abilitynet.org.uk/factsheets/introduction-screen-readers

Loseby, C. (2024, February 8). The challenges faced by screen readers. Access by Design. https://accessbydesign.uk/the-challenges-faced-by-screen-readers/

Shahzad, M. B. (2021). Understanding the uptake, barriers, and challenges to using screen reading software for learning experienced by university students with vision impairments in Pakistan (Master’s thesis, Flinders University). Flinders University College of Nursing and Health Sciences. https://flex.flinders.edu.au/file/8ebbb03c-2a35-4ecc-901f-e9b60bbb0226/1/Shahzad_Thesis_2022_MasterCopy.pdf