Assistive Tool 1 ( Screen Reader - seeing through sound )

 When I first learned about screen readers, I imagined them as simple tools that just “read” what’s on a screen. But after spending time exploring how they really work and watching how students with visual impairments use them, I realised they are so much more. A screen reader doesn’t just read words — it translates the digital world into sound, making computers, textbooks, websites, and even social media accessible to those who can’t see them. 

For many of us, reading a document or browsing the internet is something we do without thinking. But for students who are blind or have low vision, this everyday task can be a barrier — unless they have tools like NVDA (Nonvisual Desktop Access), JAWS (Job Access With Speech), or even built-in screen readers like Voiceover on Apple devices or Talkback on Android. These tools turn text into speech, describe icons, menus, and even tell users when they’ve moved to a new section or window.

What struck me most during my exploration was the level of independence these tools offer. I watched a video of a university student navigating her laptop using only keyboard shortcuts and a screen reader. She wrote essays, replied to emails, researched online — all without a mouse or a single glance at the screen. It was not only impressive, it was deeply inspiring. Imagine the confidence it gives a young learner to know that they can “see” and do what their peers are doing — just in a different way.

But screen readers aren’t magic. They have their limits. Some websites and documents aren’t designed to be accessible, which means screen readers can’t interpret them properly. Images without alt-text, tables without clear formatting, or complex diagrams become invisible walls for the user. That made me realize something important: technology alone isn’t enough — our teaching practices must also be inclusive.

From a critical lens, screen readers are not always easy to learn. They can be overwhelming at first — all the shortcut keys, the robotic voice, the speed. But for those who rely on them, these tools are not optional. They are essential. It reminded me of the quote by Dr. Loui Lord Nelson, “Accessibility is not a feature; it’s a foundation.”

Literature also supports their effectiveness. According to Al-Azawei et al. (2016), students with visual impairments who use screen readers report a higher sense of control over their learning and improved academic engagement. This supports the idea that assistive technologies, when properly integrated, can boost both performance and self-esteem. In fact, many screen reader users become faster at digital tasks than sighted peers because they learn to navigate using only the keyboard and sound.

When analyzing the appropriateness of screen readers for inclusive classrooms, especially in Bhutanese schools, I see both promise and challenge. On one hand, screen readers allow visually impaired students to participate more fully in lessons, especially as more schools begin to use digital resources. On the other hand, limited access to reliable electricity, internet, or trained teachers can slow down adoption. Another challenge is ensuring that textbooks and exam papers are in formats that work well with screen readers.

That said, even with these challenges, screen readers remain one of the most empowering tools for inclusive education. They don’t just help learners “cope” — they allow them to thrive. They foster independence, build confidence, and remind us that access to education is not just about physical presence in a classroom — it’s about participation, voice, and dignity.

As a future educator, I feel more aware of the little things I can do to make learning accessible — like formatting documents clearly, describing visuals, or choosing materials that work with screen readers. I no longer see assistive technology as a special “extra” for a few students. I see it as a shared responsibility and a powerful tool for inclusion.

Conclusion

Screen readers are more than just technological tools — they are pathways to independence, inclusion, and equal opportunity in learning. While they come with challenges, their impact on the lives of students with visual impairments is profound. As educators, embracing such tools means embracing every learner’s right to access, participate, and succeed in the classroom.