Practitioner’s Handbook: Assistive Technology for People wh…

Dec 22/Jan 23 Closing The Gap Solutions - Collaborating With Augmentative and Alternative Communication (AAC) Users Gains A New Perspective To Best Support Clients By Lydia Dawley

blind / low vision

Practitioner’s Handbook: Assistive Technology for People who are Blind or Have Low Vision - Ninth Edition Seminar

STACY M. KELLY, Ed.D., TVI, COMS, CATIS, is a professor and the coordinator of the Visual Disabilities Program at Northern Illinois University. She has published and presented extensively on the topic of assistive technology for people with visual impairments.

RACHAEL SESSLER TRINKOWSKY, Ph.D., CRC, CATIS, CPACC is the Assistive Technology Visual Impairment Program Coordinator for the Vision Studies department at the University of Massachusetts Boston. Since 2019, she has been a strand advisor for the Vision & Hearing Strand for the Assistive Tech- nology Industry Association (ATIA) and serves in various leadership roles in the field of AT for people who are blind or who have low vision.

SARAHELIZABETH BAGUHN, Ph.D., TVI, COMS, CATIS is a Researcher in Interdisciplinary Health Sciences. Her area of research is in the lived experiences of people who are blind, low vision, and DeafBlind, focussing on barriers to participation across community life and data-driven solutions for equal opportunities through systemic change in policies, practice, and perceptions.

SEAN TIKKUN, Dr. Sean Tikkun is an Assosciate Profession at North Carolina Central University in the Visual Impairments Training Program. He holds a Ph. D in Educational Psychology, M.S. in Education Media Design and Technology, M.S. in Special Education, and a B.A. in Mathematics. Within his profession he serves Treasurer of the Association for Education and Rehabilitation of the Blind and Visually Impaired (AERBVI). Illinois AERBVI awarded him the distinguished service award for his work in training assistive technology professionals for the Academy for Certification of Vision Rehabilitation and Education Profes - sionals (ACVREP) and developing the first automated grading tool for braille. He is a member of the Board of Trustees for the Governor Morehead School for the Blind. His research focuses on cognitive factors for tactile learning and emerging technology applied to visual impairments.

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This one-and-a-half-day seminar at the Assistive Technology Industry Association (ATIA) 2026 pre-conference in Orlando, Florida was for assistive technology (AT) specialists and others who provide technology training and support to people who are blind or who have low vision. In each edition of this pre- conference, we have explored and curated various topics to meet the unique needs of the field. In this ninth edition, we explored the four core domains of Certified Assistive Technol- ogy Instructional Specialists for People with Visual Impairments (CATIS) credential through the Academy for the Certification of Vision Rehabilitation and Education Professionals (ACVREP), which are exploration, assessment, configuration, and instruc- tion (ACVREP, 2026). This training was designed at the intermediate and ad- vanced level primarily for professionals working in the visual impairment technology arena, such as CATIS, teachers of stu- dents with visual impairments (TVIs), Certified Vision Rehabili- tation Therapists (CVRTs), Certified Orientation and Mobility Specialists (COMS), and Certified Low Vision Therapists (CLVTs). Others were encouraged and welcomed to attend. LEARNING OBJECTIVES, EXPECTATIONS, AND HOT TOPICS FOR SESSION PARTICIPANTS This session covered three broad learning objectives. The first objective was to identify at least two strengths and one weakness of talking assistants for blind and low vision users. The second learning objective was to identify at least three resources available to learn more about assistive technol- ogy training options, financial assistance, AT assessment, and emerging tech. The third learning objective was to identify three objective metrics that can be used to compare refresh- able braille displays for potential clients and environments. Additional topics discussed during this pre-conference session included configuration for Windows and Microsoft 365, screen magnification configuration and setup, smart home technolo- gies and blindness specific devices, reading and navigation commands, dialog box and control type navigation, commands for determining the current focus while using screen readers, contextual factors and considerations for AT assessment, con- cepts for web navigation while using a screen reader, and AI advancements. This training included collaborative learning opportunities and hands-on experiences with a variety of assistive technol- ogy solutions. Theoretical principles of specific access technol- ogies were reviewed, as well as methods of applying the core domains through AT services for people who are blind or who have low vision. Hot topics this year included the following: • Discussing the evaluation and configuration of nonvi- sual environmental controls. • Comparative exploration of various refreshable braille

displays available on the market. • Screen magnification tools and strategies.

• Collaborating to discover new resources and strategies for acquiring technologies for personal training and evaluation. • Exploring new and emerging technologies for people with visual impairments. Each year, this is a bring your own technology (BYOT) ses- sion. The BYOT element of this pre-conference session adds to the variety of devices and software applications presented and discussed. All session participants were asked, however, to please have a Windows computer, Chromebook, and/or macOS computer, Android and/or iOS device, and either headphones or earphones of their personal preference. The overall pre-conference agenda is discussed next with some of the details about what was covered and considered for each component of the agenda. CONFIGURATION OF ASSISTIVE TECHNOLOGY FOR PEOPLE WITH VISUAL IMPAIRMENTS Configuration is one of the four core domains for CATIS Cer- tification through ACVREP (2026). It is necessary to consider how best to configure a computer, software, as well as AT soft- ware. Additionally, training students who are blind or have low vision on how to adjust and customize settings is also a neces- sary component during the instruction process. Configuring screen magnification includes careful atten- tion to the physical setup and ergonomics of the workstation. For learners who rely on magnification, optimal positioning of the monitor, keyboard, and seating can significantly reduce visual fatigue and support sustained engagement. Adjustable monitor arms, appropriate viewing distance, high-contrast key- boards, and proper lighting ensure that the user can maintain a comfortable posture while accessing visually enlarged content. Combined with appropriate font sizing and display settings, these physical considerations establish an important compo- nent of the foundation for efficient and comfortable use of screen magnification software. Additionally, there are various settings available within screen magnification applications that can be adjusted for optimal use for each individual. Once the environment is set, the next layer of configuration involves understanding the workflows of using the magnifica- tion features to zoom in and out while navigating in different operating systems and applications. Operating system screen magnification commands, such as Windows Magnifier short- cuts or macOS Zoom gestures, allow users to quickly adjust magnification without leaving their current task. Application specific commands, such as browser zoom controls, Microsoft Office view settings, and PDF reader magnification options, of- fer another method of magnification, allowing the user to fur- ther customize the view for the specific content they are work-

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ing with. Teaching learners how to combine these approaches increases their flexibility and can reduce the cognitive load of navigating between tasks. Screen magnification software adds further customiza- tion and efficiency. Windows Magnifier, ZoomText, and Zoom, for example, provide multiple magnification modes such as full screen, lens, and docked views, each supporting differ- ent workflow needs. Screen magnification commands allow for seamless transitions between magnification levels, text smoothing options, and other enhancements, including color filtering, tracking, and pointer customization. Also, notably, the combination of magnification and speech can be particularly effective in reducing eye strain and supporting lengthier read- ing tasks. Ultimately, effective screen magnification configura- tion is about combining ergonomics, system tools, application commands, and specialized software into a coherent workflow that matches the user’s visual functioning and task demands. When these components are thoughtfully taught and aligned, learners gain independence, reduce fatigue, and work more fluidly across academic, vocational, and everyday tasks. Continuing with the topic of configuration, we discussed methods for configuration for Windows 11 and Microsoft 365. Some areas discussed included exploring settings for key- board, including keyboard repeat rate and delay, power op- tions, sound settings, display settings and appearance, screen resolution, mouse pointer and cursor settings, making text bigger and adjusting scaling, and various accessibility settings. Next, we explored customization options for screen readers, including options for Job Access with Speech (JAWS) to adjust the Quick Settings, keyboard shortcuts to navigate between different areas of windows (e.g. F6, Shift with F6, Tab, and Shift with Tab), screen reader commands to adjust the typing echo settings, and punctuation level adjustments. This included a discussion of commands to access screen reader settings, such as opening Narrator settings using Windows with Control and the letter “N,” opening the Non Visual Desktop Access (NVDA) Menu using NVDA key with the letter “N,” accessing the Run JAWS Manager dialog box using JAWS key with F2, focusing on the JAWS interface or JAWS System Tray menu using JAWS key with the letter “J,” and searching for JAWS commands using the layered command JAWS key with Space followed by the letter “J.” Various settings can be adjusted for Microsoft 365 pro- grams. We discussed settings specific to the desktop versions for Microsoft Word, Microsoft PowerPoint, Microsoft Outlook, and Microsoft Excel. Some of the options discussed included using the accessibility checker, Backstage view settings when saving or opening files using keyboard shortcuts, disabling the Start screen, language settings, accessibility options, and Trust Center settings. Some additional Outlook options to consider adjusting are the view settings, disabling attachment previews,

and adding properties to attachments. Finally, we discussed configuration options for the still in- creasing number of non-computer computers. Smart home de- vices mean that everything from a refrigerator to a coffee mak- er may have digital accessibility options built in, which need to be enabled and configured. Interoperability with smart home control centers allow for a unified interface, and shortened learning curve. In addition to practical tips on configuration, data from a national study were shared on how blind and low vision users use patterns differ from non-disabled Americans, grounding practice recommendations in emerging research. ADDITIONAL TECH TOPICS INCLUDED IN THE PRE- CONFERENCE SESSION During this one-and-a-half-day session, there were many additional tech topics covered beyond the broad topic of con- figuration. Several of these additional topics are summarized next. There were additional components of this pre-conference session also that go beyond what is included in this manuscript. Those interested in the full iteration of this pre-conference ses- sion are encouraged to attend this annual one-and-half-day ATIA pre-conference session in the future. BRAILLE AND TACTILE DISPLAY DERBY The “Braille and Tactile Display Derby” part of this pre-con- ference session provided participants with a hands-on oppor- tunity to explore a wide range of braille display technologies. During this one-hour session, attendees were led through a structured comparison of several devices, highlighting both their shared features and the unique capabilities that sup- port learners who are blind, low vision, or DeafBlind. The goal of this component of the pre-conference session was to build familiarity, confidence, and instructional insight by allowing participants to handle each device, experience real-time dem- onstrations, and discuss use real world user case examples in educational, professional, and everyday contexts. The session featured a guided exploration of the Focus 14 and the Brailliant as well as other commonly used refreshable braille display devices. The new BrailleNote evolve (Human- Ware, 2026) was presented and discussed as well as the Brail- leSense 6, examining the interfaces of these devices, built-in productivity suites, and commands and workflows for naviga- tion, writing, research, and classroom participation. A special portion of the derby featured the Monarch and the Dot Pad X, allowing participants to experience access through the full-page or multi-line tactile display and tactile graphics. This segment focused on how the Monarch and the Dot Pad X have transformed the teaching and learning of math, science, maps, and more by giving learners immediate, tactile content at their fingertips in ways never experienced before.

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IMPORTANT KEYBOARD COMMANDS Furthermore, we presented and discussed important key- board commands for reading and navigating within text and dialog boxes, including commands to determine the current focus on Windows 11 computers when using screen readers. Understanding these concepts is essential for screen reader us- ers. We explored commands for navigating to the beginning or end of a line or document, as well as commands to move to the previous or next character, word, line, and paragraph. When needing to determine the current location on Windows 11, it is also important to be able to identify the current character, cur- rent character phonetically, current word, spell out the current word, current line, and spell out the current line, which is par- ticularly helpful when needing to spell out an entire email or webpage address. Additional commands to determine the cur- rent location were explored for JAWS, NVDA, Narrator, Screen Reader from Dolphin, and SuperNova Magnifier and Screen Reader. To repeat the current control in focus, the command using all of these screen readers is the screen reader special key with Tab. For each of these screen readers, to read the entire window/box, the command is the screen reader special key with the letter “B.” To read the title bar of the active window, the command is the screen reader special key with the letter “T.” We explored commands to navigate in dialog boxes and vari- ous control types, including navigating forward and backward through controls using Tab and Shift with Tab. Some of the control types discussed for keyboard navigation were buttons, check boxes, combo boxes, radio button groups, edit boxes, list boxes or list views, sliders, and treeviews. INSTRUCTIONAL PRACTICES IN ASSISTIVE TECHNOLOGY: INTRODUCING THE WHEEL CONCEPT On day two, we started off the conversation discussing the acronym WHEEL, which is a method for conceptualizing the process of Web navigation while using a screen reader (Sessler Trinkowsky, 2011, 2021). Participants first learned about this concept and then practiced applying it in pairs. WHEEL is an it- erative process for considering next steps while exploring web- sites and starts with determining what the person is looking for on the Web (the “W”). Next, it is important to consider how the information is expected to be presented, which is the “H” in WHEEL (e.g. link, heading, link, graphic, table, text, form fields, etc.). The two “E’”s stand for employ and explore, which refers to the different commands that will be employed to explore. At this stage, it will be necessary to use different commands and tools, such as commands to navigate by headings, links, or other elements, as well as using screen reader features, such as opening the list of links or headings for the current page. This continues until the person either finds what they are looking for or needs to try something else. This entire process restarts when they loop back to the beginning to start over on each

page or when something does not work as expected. They now need to consider what to do next. Since there is not one single method of accomplishing a task on the Web, this process requires flexibility to allow each person to apply it using their own acquired style of Web navigation. EXPLORATION THROUGH RESOURCES SHARING The Resources Smackdown was a fast-paced, collaborative part of this pre-conference session designed to showcase the many ways professionals can continue learning and stay cur- rent in the rapidly evolving field of visual impairments and as- sistive technology. The format encouraged active sharing of resources that have made a real difference in participants’ work with their learners. The core goal of the exploration and sharing is to counteract the historical adoption and accessibility delay in new technologies The Resources Smackdown started with a brief whole group discussion of why continuous learning is essential in this area of assistive technology for learners with visual impairments. High-value sources such as national centers, professional orga- nizations, federal technical assistance resources, listservs, pod- casts, and peer-reviewed journals were presented to kickoff this smackdown while emphasizing how each contributes to staying informed and improving practice. By the end of the Resource Smackdown, attendees walked away with a rich, crowdsourced set of high-quality resources and practical strategies for keeping their knowledge current at this point in time. The smackdown format not only emphasized the best tools and ideas from the group, it reinforced the value of collegial collaboration as an additional resource for contin- ued growth in our profession. EXPLORATION OF EMERGENT TECHNOLOGY The Emerging Tech component of this pre-conference ses- sion introduced participants to the newest or most upcoming innovations. A forward-looking tour of technologies that are beginning to influence how learners access information, navi- gate environments, complete academic tasks, and engage with the world was provided. The emphasis of the information was on translating cutting-edge developments, many still in early consumer or prototype stage, into meaningful implications for education, rehabilitation, and independent living. The content shared during this part of the pre-conference session is grounded in one of this pre-conference session pre- senter’s annual processes of attending the Consumer Electron- ics Show (CES), the world’s largest gathering of emerging tech- nology companies. CES offers a unique vantage point. CES is not designed as a disability-specific conference, but instead CES serves as a powerful early indicator of technological shifts that will eventually shape society. The presenter who attends CES approaches CES with a systematic exploration strategy, begin-

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REFERENCES Academy for Certification of Vision Rehabilitation and Education Professionals. (2026). Certified Assistive Technology

ning with mainstream tech sectors including but not limited to artificial intelligence (AI) platforms, digital displays, wearables, mobility tools, and smart home ecosystems in order to identify advancements that could become foundational access tools for learners with visual impairments. There is a focus on trends that may or may not yet be marketed with accessibility in mind and hold strong potential once adapted, paired with assistive technology, and/or integrated into inclusive design standards. During the time at CES, the presenter spends each day can- vassing entire exhibitor halls, engaging directly with engineers, developers, and product leads. Devices are evaluated hands- on, targeted questions are asked about tactile interfaces, hap- tic feedback, environmental sensing, and interoperability with existing assistive technology, and emerging patterns are noted. This method of exploration at CES results in a curated, prac- titioner-focused perspective shared as the closing remarks and last component of this one-and-a-half-day ATIA pre-conference session. What is shared is not simply “what’s new,” but instead is “what matters,” “what is coming next,” and “how might this transform the experience of learners with visual impairments, our field, and more.” This futuristic component of the pre-con- ference session helps participants understand how the next wave of innovation may enhance the access, independence, and meaningful participation of the learners we serve. SUMMARY AND CONCLUSION Next year, we will celebrate the 10th anniversary of the Prac- titioner’s Handbook: Assistive Technology for People who are Blind or Have Low Vision pre-conference session. Each year has been different for this pre-conference session. There have been remarkable similarities and differences from year to year. Among the major similarities from year to year, is that this is offered as a BYOT session each year and that all are welcome to attend this pre-conference session with an emphasis on the many aspects of assistive technology for people who are blind or have low vision. Every year there is a full report on the fu- turistic technology explored at CES with real instructional and functional applications for the field of visual impairments. The content of this pre-conference session also changes each year based on the hot topics and emergent technology that is pres- ent at that point in time. Also, different aspects of the ACVREP CATIS Core Domain (ACVREP, 2026) are focused on from year to year. In the upcoming year at the 2027 ATIA pre-conference, we have planned to highlight the latest emerging technologies at that upcoming point in time, and we have planned to explore the history of advancements over the past decade of this an- nual ATIA pre-conference session.

Instructional Specialist Handbook. www.acvrep.org/certifications/catis

HumanWare (2026). BrailleNote evolve: A new chapter in braille-first computing. www.humanware.com/en-usa/braillenote-evolve/ Sessler Trinkowsky, R. (June, 2021). Chromebook A11Y Expert Certificate Training Course [MOOC]. ACVREP. https://www.acvrep.org/education

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