Choose assistive technology training by the activity you want to complete afterward. “Find and save a document with my screen reader” is a more useful starting goal than “learn accessibility.” A workshop, individual lesson or conference earns its place in the plan when it helps you practice that skill.
This guide focuses on blind and low-vision learners and the people who teach or support them. Begin with your current device, software version, preferred access method and one learning goal. Those details help a provider recommend an appropriate level and format.
Make the learning goal observable
Write down the starting point, the task and the evidence of success. For example: “Using my magnification settings, I will open a downloaded form, locate its questions and save my completed copy.” Note which steps you already know and where you need instruction.
A goal can include using assistance effectively. The learner may want to know when to ask for help, how to explain a barrier or how to recover from an unexpected screen. Agree on that outcome instead of assuming that speed or complete independence is everyone's priority.
For a trainer, ask learners about their tools and preferred formats before preparing the session. Keep an alternative activity ready if a particular app, account or device is unavailable. Use invented practice material so the lesson does not depend on sharing private records.
Match the format to the skill
| Format | Useful when | Check before booking |
|---|---|---|
| Self-paced lesson | You want to repeat a focused task at your own pace. | Accessible materials, current software version and a help route. |
| Individual instruction | The task depends on your setup or a specific difficulty. | Trainer experience with your tools and an agreed practice goal. |
| Hands-on workshop | You want guided practice and feedback with others. | Equipment, prerequisites, group size and practice time. |
| Conference session | You need an overview, comparison or contact with specialists. | Whether the session is instruction, research or a product demonstration. |
Hadley's training catalogue includes reading and technology series organized for different access approaches, including low vision and screen-reader use. The CSUN Center on Disabilities provides assistive technology training and hosts its conference. Use their current official listings to check topics, formats and dates; inclusion here is a starting point for comparison.
U.S. readers can also ask their State AT Program about local demonstrations, loans and training through the ACL program directory and overview. Availability and scope vary by program.
Ask practical questions before committing
- Level: what must I already be able to do? Will the session teach prerequisites or assume them?
- Equipment: should I bring my own device, headphones or braille display? Which software versions and accounts are used?
- Access: can I inspect a sample handout or online activity with my own access tools?
- Participation: how will demonstrations be described, questions taken and practice supported?
- Arrangements: what accommodations can be requested, through which contact and by what date?
- Afterward: are accessible instructions, practice files or follow-up support available?
- Cost and terms: what does the fee include, and what are the cancellation, equipment or travel arrangements?
Confirm the answers that matter to you in writing or another usable format. A familiar conference name alone cannot establish that a particular session matches your needs. For online training, the course accessibility walkthrough can help you identify barriers before relying on the course.
Plan a small set of sessions and practice
At a conference, leave space between sessions for movement, rest, setup and discussion. Choose the most relevant activity when two sessions overlap, then ask whether accessible materials are available for the other. Verify recording permission before recording a presenter or another participant.
Use the training and practice plan (plain text) to keep the goal, access arrangements, questions and follow-up together.
Check what transfers to daily use
- During practice, note the step where you needed a prompt or a different setting. Ask the trainer to explain the reason behind the action.
- Repeat the task using the agreed instructions. Keep the instructions in a format you can revisit.
- Try a similar task with a different practice file. This checks whether you can apply the method beyond the demonstration.
- Record remaining difficulties with the device, software version and step where they occur.
- Agree on a next practice time or a focused follow-up question, then revise the goal if your needs change.
A certificate documents what the provider says it covers. Your own task record shows what you could do in the tested setup and where more support would help. Both can be useful when their scope is clear.
Explore the library
Assistive Technology: Practical Guides for Everyday Access
Sources appear beside the claims they support. Reviewed October 4, 2026. Check current product instructions for your version, location and intended use.