When to Use Voiceover for Print Access

Riley is a seventh grade student who is in the standard course of study at a public middle school in the suburb of a large city. She has been diagnosed with Stargardt disease, which is a form of macular dystrophy that causes central vision loss. Riley has peripheral vision, but has difficulty reading small print and certain fonts. Riley uses a combination of technology to access her school work including a CCTV and a screen reader for her computer. She is also learning Braille. Riley can walk to the main street of her town from school, and has just started to do this with friends after school on occasion. She enjoys stopping in the local coffeeshop or ice cream parlor, but cannot read the menus. She always gets the same thing because she feels self-conscious asking her friends to read the menu items to her. She mentions this to her occupational therapist and teacher of the visually impaired, who first suggest that she look up the menu online and use voiceover or enlarge the print. However, Riley’s parents have restricted access to this on her phone, and she is unable to use search engines. Next they try using the camera feature to enlarge the print with the zoom feature, but she has trouble reading the print on her small phone screen. Next they use voiceover, and she is finally able to access the restaurant menus.

Stephen is a 10th grade high school student in the Extensions pathway. This course of study leads to an attendance certificate rather than a high school diploma. Stephen has a diagnosis of optic nerve hypoplasia. He is legally blind, but can recognize people and navigate confidently in familiar locations. He can see large print at 36-point font, but is not a proficient reader. He has a goal to prepare his own microwave meals. Stephen demonstrates independence using a microwave to heat familiar foods, but cannot read the directions on microwave dinner packaging independently due to the size of the font and his reading level. He can recognize where the directions are located on the package. Stephen has an iPhone, and although he does not regularly use voiceover, his teacher of the visually impaired and his OTP are able to teach him the steps to take a picture of the directions, turn on and off voiceover with Siri, and swipe to access the printed material on the microwave dinner package. He has now met his goal!

Carter is an 18-year-old senior with a diagnosis of congenital blindness secondary to retinopathy of prematurity. He is completely blind without light perception. He is currently on track to graduate with a high school diploma in the occupational course of study, which focuses on career readiness for students upon graduation. Carter enjoys technology and is a proficient Braille reader. He uses a Braille display on his computer, as well as a screening reading device. He uses voiceover with ease on his phone to navigate and use desired applications. Carter has a younger sister who is six, and she frequently leaves him handwritten cards. He would like to read these independently. Carter also feels like he misses school social events such as drama productions or after school clubs that are posted via flyer on a community bulletin board. He mentions this to the assistive technology specialist at his school who suggests he use his phone. Carter is not aware that his phone is capable of reading text within photos. He reports that the most challenging aspect of this process is capturing the desired image with his camera. It is difficult to accurately align the flyer or card within the viewing screen of the camera. Carter found that by placing his left index finger and thumb around the bottom left corner of the page, and aligning his phone in the same manner, he can lift the phone until he feels it will capture the image. After practicing, he becomes proficient at estimating the distance and angle required to take an accurate picture. He can now read his little sister’s cards, and respond to them in Braille so she can have a challenge also. Carter is also able to follow along with school events and attend those with which he is interested.

Appropriate age may vary. Factors to consider for younger children include parent views on use of an iPhone or iPad in this way, availability of a device upon which to practice, and functional need of this strategy. Middle and high school students may have this device more readily available for use if the school does not have access to Apple devices. Older students may also use a mobile phone more regularly, and already have proficiency with voiceover.

Yes, this strategy may not be appropriate for everyone. Factors to consider include eye condition, ability of students to accurately take a picture, intellectual ability, and availability of an Apple device.

Yes, this falls under multiple Expanded Core Curriculum (ECC) areas including assistive technology, social skills, recreation and leisure skills, compensatory access, orientation and mobility (to read signs), and independent living skills. All students with visual impairment or blindness should have access to instruction in the ECC as part of their individual education plan.