Anonymised evidence

Case StudiesExamples of access support

Two anonymised examples showing how practical assistive technology work can move from access barriers to usable, repeatable routes.Two examples showing how access problems can become working everyday systems.

Details have been deliberately generalised to protect privacy while keeping the access problem, approach and outcome clear.Personal details have been removed, but the problem, support and result are still clear.

Selected work

Complex access needs require practical systems, not isolated tools.Complex access needs need joined-up support.

These case studies focus on the structure of the work: understanding the barrier, adapting the route, testing in context and building independence over time.These examples show how I understand the barrier, test the right route and build independence over time.

Case Study 01

From No Access to IndependenceBuilding independent access

Blindness, Cerebral Palsy, and Assistive Technology DevelopmentBlindness, physical access needs and technology training

Assessment Implementation Screen reader Physical access Education transition Training

Problem

What was not working?

A student nearing a major education transition had no formal assistive technology training, required full non-visual access, had physical access needs affecting device interaction, and relied significantly on adult support.A student needed to use technology without sight and with physical access needs, but had not had the right training.

Intervention

What AGL Access Works did.

A long-term intervention focused on structured, repeatable skill development, reducing physical and cognitive barriers, embedding technology into real learning tasks, and supporting consistency across environments.Support was built step by step, using real learning tasks and the same methods across settings.

The solution included screen reader skills, adapted single-hand touch typing, physical access adaptation, fatigue-aware working methods, and curriculum integration.The setup included screen reader skills, one-handed typing, physical access changes and ways to manage fatigue.

Outcome

What changed?

Over time, the student developed independent completion of written work, confident screen reader use, a reliable single-hand typing method, full participation in digital learning, and increased confidence and engagement.The student became able to complete written work, use a screen reader and take part in digital learning more independently.

Deliverable

What the student and support team received.

Access methods were embedded into learning routines so the student and support team had a clearer way to continue practising.The student and support team had a clearer way to keep practising.

  • Documented screen reader route
  • Repeatable single-hand typing method
  • Clear practice route for the support team

Case Study 02

Rebuilding Digital Access After Sight LossRebuilding computer access after sight loss

Blindness, Limited Mobility, and Work ReadinessBlindness, limited movement and preparing for work

Assessment Screen reader Speech access Switch access Work readiness Report

Problem

What was not working?

An adult client presented with blindness following sight loss and limited mobility restricting standard keyboard and mouse use. This created a dual challenge: accessing information without vision and controlling a computer without standard input.An adult needed computer access without sight and could not rely on a standard keyboard and mouse.

At the outset, no integrated access system was in place. Existing tools did not work effectively together, navigation and error recovery were inconsistent, and independence in digital tasks was limited.The existing tools did not work well together, so independent computer tasks were difficult.

Intervention

What AGL Access Works did.

A layered access model was developed, combining multiple technologies into a single functional system. The focus was on creating a real-world, repeatable access pathway, not a demonstration setup.Several access tools were joined into one system that could be used in real tasks.

The solution included spoken feedback through a screen reader, speech-based commands for navigation and dictation, switch-based input for reliable physical navigation, visual interpretation support for inaccessible or unclear content, and document access support for non-accessible files and formats.The setup used a screen reader, speech commands, switch input and support for difficult documents.

Outcome

What changed?

The client developed the ability to send and manage emails independently, open, read and manage attachments, navigate systems without visual input, communicate in real time using digital platforms, and recover from errors without external assistance.The client became able to manage email, attachments, online communication and errors more independently.

Deliverable

What the client and wider team received.

The working route was documented so it could be repeated, reviewed and built on for work-readiness tasks.The route was written down so it could be used again and built on.

  • Independent email workflow
  • Document access route
  • Repeatable navigation and error-recovery method