Loading...
Assistive Reading Technology: A focus on young people with vision impairments (VI)
Citations
Altmetric:
Authors
Date
2025
Educational Level
ISCED Level 1 Primary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This action research case study explores the role of assistive reading technology in supporting young people with vision impairments (VI) across educational settings. With increasing numbers of learners with VI in mainstream schools, the study focuses on how tools like Dolphin EasyReader can promote independent access to reading and foster engagement, motivation and enjoyment.
Aims: The research aimed to investigate the impact of accessible books and assistive technology on learners' independence, motivation and enjoyment of reading. It sought to understand how digital tools could reduce reliance on adults and improve access to a wider range of reading materials.
Methods: The study employs an action research framework, allowing for iterative cycles of planning, execution, and review. Ethical consent was obtained from participants to ensure confidentiality in the dissemination of findings. The research involved multiple cycles, where each cycle refined the research focus and methodology based on previous findings.
Findings: The study found that assistive technology increased reading independence and engagement. Students valued customisable features and access to diverse book formats. However, barriers remained, including limited availability of preferred titles, inconsistent home use, and technical issues. Some learners continued to rely on adults for reading support, particularly when suitable print formats were unavailable.
Implications: The findings suggest that, despite advancements in assistive technology, efforts must continue to address the availability of accessible reading materials and supportive home environments. Other educators may learn from the tailored approaches used in this study to enhance inclusion practices for students with special educational needs. It is evident that while technology can aid reading comprehension and enjoyment, systemic barriers may still hinder full participation, warranting ongoing exploration in inclusive education practices.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), assistive technology, vision impairment, reading, independence