Assistive tool 1

 JAWS: Amplifying Voice and Access in Inclusive Classrooms.

Inclusive education aims to remove learning barriers so that all students, regardless of their abilities, can thrive. For students who are blind or visually impaired, one of the most significant barriers is accessing written and digital information. In modern classrooms, where lessons, assignments, and even conversations increasingly occur through digital platforms, this can be particularly isolating. One assistive technology that plays a critical role in addressing this challenge is JAWS (Job Access With Speech)—a screen reading software that converts digital text into speech or Braille, enabling independent learning and effective communication.

 JAWS is developed by Freedom Scientific and is one of the most widely used screen readers globally. It allows users to navigate digital content using keyboard shortcuts while receiving auditory or tactile feedback. Through speech synthesis, it reads aloud content from web pages, documents, applications, and emails. It also connects with refreshable Braille displays, allowing dual access for students who prefer tactile reading. JAWS effectively turns visual information into accessible content, making it a vital communication tool for students with visual impairments. In terms of logical and coherent structure, JAWS enables students to access and participate in digital learning environments that are otherwise inaccessible. In inclusive classrooms, where communication often occurs via platforms like Microsoft Teams, Google Docs, or email, JAWS ensures that students who are blind can engage in the same learning and social conversations as their peers. For instance, a student can follow a live class discussion in Google Meet, read and respond to comments on a shared document, or submit their assignment through an online portal—all independently.

 The critical strength of JAWS lies in its ability to promote equal communication opportunities. While screen readers are often viewed as reading tools, JAWS goes further by enabling expression, interaction, and collaboration. It supports students in writing emails, contributing to forums, chatting with peers, and accessing real-time classroom feedback. These are not just academic tasks—they are moments of connection and self-expression. According to Al-Azawei et al. (2016), inclusive digital learning environments require tools that enable “active participation rather than passive access,” which is exactly what JAWS provides. From a literature-informed perspective, JAWS aligns with the principles of Universal Design for Learning (UDL), which encourages flexible approaches to meet the diverse needs of learners (CAST, 2018). UDL recommends providing multiple means of representation and expression, and JAWS fulfills both by converting text to speech and enabling students to respond through keyboard navigation or Braille output. The Australian Disability Standards for Education (2005) also emphasize the right to access curriculum materials in a form appropriate to a student’s disability, which supports the case for JAWS as a necessary tool, not an optional add-on. 

 The use of JAWS also reflects research on assistive technology and learner autonomy. Studies by Kelly & Smith (2011) found that access to screen readers significantly improves the academic confidence and independence of students with visual impairments. JAWS allows learners to read teacher comments, revise their work, and communicate with others without needing an intermediary. This independence fosters dignity and agency, two elements often overlooked in traditional models of support. However, the appropriateness of JAWS also depends on several contextual factors. Firstly, the software is highly effective for students who are fluent in keyboard navigation and comfortable with auditory learning. But for younger students or those new to digital tools, the steep learning curve can be a barrier. Training is essential—not just for students, but also for teachers who need to understand how to create accessible content and support learners using JAWS. Schools must invest time and resources into professional development to make the most of such technologies.

 Secondly, JAWS is cost-prohibitive for many schools, with licenses running into hundreds or even thousands of dollars. While free alternatives like NVDA (NonVisual Desktop Access) exist, they lack some of the advanced features and support that JAWS offers. Therefore, decision-makers need to evaluate JAWS within a broader ecosystem of support—one that includes policy backing, teacher training, and sustainable funding. 

 In my own reflection, I see JAWS not just as a tool for reading but as a tool for identity and empowerment. When a student can write their own message, respond to feedback, or ask a question without relying on others, they begin to experience school as a place where they are not only seen—but heard. This shift from dependency to agency is one of the most important contributions that assistive technology like JAWS can make to inclusive education. Moreover, JAWS reinforces the idea that communication is more than speaking or seeing—it is about connection, choice, and participation. For visually impaired students, it levels the playing field, ensuring that their voices are part of the classroom narrative. As inclusive educators, we must see such tools not as add-ons, but as essentials that allow every learner to thrive. 

  JAWS transforms the educational experience for blind students by turning inaccessible text into audible or tactile formats. It enhances communication, promotes independence, and aligns with global frameworks for inclusive education. While cost and training remain barriers, the benefits of JAWS—when used appropriately—are profound. It is not simply a device for reading; it is a voice, a pen, and a bridge to full participation in the classroom. As we move toward more inclusive learning spaces, investing in tools like JAWS means investing in equal opportunities for all students.