When Sight Is Not the Barrier: Reading, Access, and Protecting Confidence
This week, I had the privilege of listening to Richard Moore, whose life story and message on forgiveness were deeply moving. During his talk, Richard — who is blind — demonstrated how he can now access and read text independently using Meta Glasses and assistive technology.
As we listened, my classroom assistant quietly made a comment that stopped me in my tracks:
Here is a man who cannot see — yet he can read. And we have children in our classrooms who can see, but cannot.
That observation has stayed with me — and as a teacher, it has challenged my thinking in a way I can’t ignore.
When Children Know More Than They Can Show
I’m thinking of children in my own class — but I know this will also resonate with many parents of children with dyslexia and other learning differences.
Some children can listen to a class novel, understand it fully, talk about it confidently, and show real insight. And yet, they struggle to read or write even very simple words.
The gap between what a child knows and what they can show on paper can be huge. Over time, that gap can damage confidence. Children don’t just struggle with reading — they start to believe they are not good at learning.
Reading Isn’t Natural — and Struggle Isn’t Failure
Reading is not something children pick up naturally. It has to be taught clearly and step by step. For some children, especially those with dyslexia, this takes much longer and needs more repetition and support.
When reading becomes the main way children are judged in school, those who struggle can feel like they are the problem — even when their thinking, understanding, and language are strong.
This isn’t about effort or intelligence.
It’s about access.
Why Universal Design for Learning Matters
I have a strong interest in Universal Design for Learning — which is really just about asking a simple question:
How can we design learning so that fewer children are left behind in the first place?
It’s about levelling the playing field. Not lowering expectations — but removing barriers where we can.
Richard Moore’s talk made me ask:
If technology can give access to reading for someone without sight, how might we better support children who are still learning how to read?
Assistive Technology as a Support, Not a Shortcut
Around the same time, a friend pointed me in the direction of Digital Scribbler, who are exploring how Meta Glasses could be used as a discreet assistive tool for learners with dyslexia and other learning differences.
Early classroom use has shown promising results. The glasses have helped some students access text more easily during lessons — not instead of phonics or structured literacy, but alongside them.
What really stood out to me is how discreet they are. Children can use them without standing out or drawing attention to themselves. They stay included with their peers, working on the same texts, taking part in the same lessons.
For children whose confidence is already fragile, this really matters.
Access Doesn’t Mean Giving Up on Reading
It’s important to be clear: this is not about giving up on teaching children to read.
Children still need:
clear phonics teaching
structured literacy approaches
time, practice, and support
But access tools can help children stay connected to learning while those skills are developing. They can help protect confidence and self-belief.
We already accept supports like glasses for eyesight or hearing aids for hearing. When the barrier is reading, it makes sense to ask how we can support children in a similar way.
A More Inclusive Way Forward
Technology like this won’t be the answer for every child. But it does ask us to think differently about inclusion, access, and dignity.
If a blind person can access reading with the right support and technology, then we have to ask ourselves some difficult but important questions. Why are there still children in our classrooms who can see, who can think, who can understand — yet cannot read?
Reading is not a privilege. It’s a right.
