Insights
Short articles, explainers and practice notes about accessibility, assistive technology and the gap between recommendations and real-world use.
These pieces are written for people, families and professionals who need practical answers — not jargon, theory or generic accessibility advice.
An experimental Claude Skill Pack for VI resource adaptation. AI can produce a first draft, but human review stays mandatory — it cannot replace QTVIs or professional judgement.
Having the right software is only part of the picture. Assistive technology needs to be set up, tested, understood and maintained around the person using it.
A PDF is not automatically accessible. Many documents look readable visually but contain no usable text, structure or reading order for assistive technology.
A good referral does not need to include every detail. It needs to explain the person, the task, the barrier and what outcome is needed next.
Confidence with technology is built gradually. For many people, access works best when several tools are combined into one practical route.
A recommendation is only useful if it is implemented, understood and maintained. Real access depends on what happens next.
Workplace accessibility is not only about installing assistive technology. It is about making real job tasks usable across systems, documents and support processes.
You do not need to know the right technical words before asking for access support. One difficult task is often enough to begin.
Some people need more than one access method. The important part is making those tools work together in a way the person can practise, remember and use again.
A setup is more likely to last when family, carers, employers or staff understand what it does, how to support it and what to do when something stops working.
Anonymised case notes
Anonymised examples of how access barriers were worked through in practice.
A layered access route was developed for a person who needed non-visual computer access alongside alternative physical input methods. The work focused on building a practical route using screen reader access, speech input, adaptive hardware, switch-based control and clear task routines — making the technology work together in a way the client could understand, practise and repeat.
Outcome: The client had a more structured route for email, documents, navigation and error recovery, with clearer notes for future support and review.
A client preparing for work needed a structured access route that could support real workplace tasks. The work looked at the tasks the person needed to complete, the technology already available, the barriers affecting independence and the support that would be needed around the person.
Outcome: The client and professional team had a clearer workplace access pathway, including practical setup information and recommendations that could support future planning.
A classroom activity was visually presented in a way that created barriers for a blind learner. A rapid accessible prototype helped the learner take part without waiting for a long software rebuild. The work focused on the educational task rather than simply recreating the visual design.
Outcome: The learner had a more usable way to take part in the activity, and the education team had a clearer example of how future tasks could be adapted.
A client needed a more reliable way to use a computer where sight, physical input and confidence with technology all affected access. The work combined non-visual navigation, speech input, simplified commands, adaptive input and clear recovery routines for when something went wrong.
Outcome: The client and support network had a clearer route for using key digital tasks, with practical notes that made the setup easier to practise and maintain.
Private visual impairment and assistive technology support
Tell me what is difficult, what has already been tried, and what you would like to be easier. You do not need to know the technical name or the right solution.
