Use this guide to connect CATIS knowledge with decisions about accessible technology for individuals who are blind or have low vision. Each concept explains a practical distinction, applies it to an original example, and identifies a mistake to avoid. Work from assessment foundations toward access techniques, everyday workflows, instruction, system configuration, and evaluation of emerging tools.
Visual Function and Access Foundations
1. Visual Acuity and Visual Field
Visual acuity concerns resolving detail; visual field concerns the area available to vision. They describe different access constraints. Because vision depends on the eyes, optic pathways, and brain, a single acuity measurement cannot summarize functional access. Observe detail recognition, scanning, and finding information during relevant tasks.
Worked example: A learner reads enlarged words accurately but repeatedly misses controls at the screen edges. Trial tracking and systematic scanning alongside text enlargement.
Mistake to avoid: Assuming readable central text means the entire interface is visually accessible.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
2. Contrast, Glare, and Illumination
Contrast is the difference between a target and its background. Glare can obscure information even when text is large, while illumination may help or hinder depending on the person and environment. Compare settings through functional tasks; brighter screens and reversed colors are options to evaluate, not universal solutions.
Worked example: A learner reads a menu more comfortably after reducing a reflected window glare and choosing a darker background, without increasing text size.
Mistake to avoid: Automatically maximizing brightness whenever someone has difficulty seeing a display.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
3. Interpreting Vision Reports Functionally
Separate a report's diagnosis, refractive information, and measured visual function. Each contributes context, but technology recommendations require evidence about actual tasks. Clarify unfamiliar notation with the appropriate vision professional, and account for prescribed optical systems when relevant. A CATIS assessment does not replace a clinical vision evaluation.
Worked example: A report describes reduced acuity. Before recommending magnification, assess reading with the learner's prescribed correction and compare visual and spoken access.
Mistake to avoid: Selecting a device solely from a diagnostic label or interpreting unfamiliar abbreviations by guesswork.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
4. Visual Fatigue and Ergonomic Fit
Access that works briefly may become inefficient during sustained use. Evaluate comfort, posture, viewing distance, and changes in accuracy over realistic task durations. Environmental adjustments and alternative output can reduce demands. Assess these responses individually rather than treating fatigue as proof that visual access must be abandoned.
Worked example: A learner completes a short email visually but loses their place in a long report. Speech handles extended reading while magnification supports checking layout.
Mistake to avoid: Judging a complete workday's access needs from a brief successful demonstration.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
5. Auditory and Tactile Access Readiness
Nonvisual access requires usable sensory channels and learned interpretation skills. Assess whether the person can understand synthesized speech, distinguish relevant sounds, and interpret tactile information in the intended setting. Speech recognition, speech output, and braille reading are different abilities; strength in one does not establish readiness for another.
Worked example: A learner follows speech in a quiet room but struggles in a busy office. Trial suitable audio arrangements and tactile access where appropriate.
Mistake to avoid: Assuming screen-reader speech is usable because the learner understands ordinary conversation.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
6. Motor Abilities and Input Selection
Match input demands to dexterity, reach, movement control, and comfort. Compare keyboard combinations, pointer use, touch gestures, braille input, and voice recognition as appropriate. Evaluate the whole task, including correction and navigation, because an input method that makes entry easier may introduce other barriers.
Worked example: A learner dictates a paragraph easily but cannot reliably use small editing controls. Combine dictation with an accessible keyboard method for reviewing and correcting text.
Mistake to avoid: Calling an input method suitable after testing entry without testing error correction.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
7. Additional Disabilities and Referral
Cognitive, neurological, hearing, and physical factors can change technology demands and instructional pacing. Record observed functional effects without making diagnoses. Seek collaboration or referral when a concern exceeds assistive technology expertise, while continuing appropriate access assessment. Avoid attributing every difficulty to visual impairment.
Worked example: A learner consistently loses track of multistep actions despite accessible output. Simplify the task sequence and seek appropriate professional input about the observed difficulty.
Mistake to avoid: Diagnosing a cognitive condition from unsuccessful technology use.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
Person-Centered Technology Assessment
8. Interviewing for Meaningful Goals
Begin with the individual's desired activities, current methods, and barriers. Ask open questions, then clarify task frequency, setting, and preferred outcomes. Family or workplace perspectives can add context with appropriate consent, but recommendations should preserve the individual's priorities and informed participation.
Worked example: Instead of asking which tablet someone wants, ask how they currently read meeting agendas. The interview reveals that timely access to shared documents is the main goal.
Mistake to avoid: Allowing a support person's preferred device to replace the learner's stated objective.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
9. Task Analysis Before Tool Selection
Break a meaningful activity into observable steps, required information, and access demands. Identify where the existing method fails and which steps need support. Analyze printed information, electronic information, written communication, mobile information, or recreation according to the person's actual goal.
Worked example: Submitting an assignment requires locating the file, opening the portal, attaching the document, submitting it, and checking confirmation. Reading the document alone does not establish success.
Mistake to avoid: Recommending a reading tool for a workflow whose main barrier is uploading or submission.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
10. Baseline Literacy and Computer Skills
Assess reading, writing, keyboarding, and computer knowledge separately from access software familiarity. Difficulty may arise from unfamiliar terminology, literacy demands, or a missing prerequisite rather than the chosen technology. Use realistic tasks to identify what instruction must precede the target activity.
Worked example: A learner can navigate a file list with speech but confuses files and folders. Teach that distinction before introducing a complex shared-drive workflow.
Mistake to avoid: Treating every error made with a screen reader as a screen-reader skill deficit.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
11. Braille Skills and Training Requirements
Assess braille reading and writing skills before recommending workflows that depend on them. Distinguish recognizing braille, reading fluently, understanding a particular code, and entering text. A display may support useful tasks while additional literacy instruction is needed; device training and braille literacy instruction have different objectives.
Worked example: A learner recognizes uncontracted braille but does not understand contractions. Start the display trial with a compatible uncontracted table and identify further instructional needs.
Mistake to avoid: Assuming ownership of a braille display establishes proficiency in its selected code.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
12. Feature Matching Across Access Channels
Translate task barriers into required capabilities before comparing products. Consider visual enlargement, speech, tactile output, input flexibility, portability, and compatibility with necessary applications. Match combinations to the person's sensory and motor abilities rather than expecting one channel to serve every activity.
Worked example: For proofreading unfamiliar names, a learner benefits from braille detail; for scanning long messages, speech is faster. A combined workflow addresses both tasks.
Mistake to avoid: Choosing the product with the longest feature list without linking features to functional needs.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
13. Comparative Trials with Observable Outcomes
Compare alternatives using similar tasks and enough orientation to make the comparison meaningful. Record completion, errors, assistance, comfort, and the individual's feedback. Separate access failures from unfamiliarity. A trial supports a recommendation when its results explain how the option helps meet the stated goal.
Worked example: Two tools access the same form. One requires repeated assistance; the other permits independent completion after comparable introductory instruction. Document that difference and any remaining barriers.
Mistake to avoid: Comparing a familiar tool with an unfamiliar one without accounting for training.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
14. Recommendation Rationale and Alternatives
Explain how recommended features and training address documented task demands. Include useful existing equipment and alternatives at different price points, with their limitations. Supporting a funding request means providing functional evidence and a clear rationale; it does not establish eligibility or guarantee approval.
Worked example: Built-in magnification handles short labels, but sustained document work requires coordinated speech access. The recommendation explains the additional capability and training needed.
Mistake to avoid: Using a product's reputation or cost as the main justification for purchasing it.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
Screen Readers, Magnification, Braille, and Mobile Access
15. Keyboard Focus and Activation
Keyboard focus identifies the control that receives input. Teach learners to locate focus, understand the focused control's role, and activate it appropriately. Focus, pointer position, and a screen reader's reading position may differ, so movement through one does not necessarily move the others.
Worked example: A learner hears a button while reading a page. Before entering text, they navigate to the labeled edit field and confirm that keyboard focus is there.
Mistake to avoid: Assuming the last item spoken always receives subsequent typing.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
16. Reading Mode and Interaction Mode
Many screen readers distinguish document reading from direct interaction with controls. In reading mode, a letter may navigate by element type; in an interaction mode, it may enter text. Names, switching methods, and automatic behavior vary, so teach the distinction through the learner's actual software.
Worked example: Typing a name unexpectedly jumps through page elements. The learner checks the focused field and enters the appropriate interaction mode before typing again.
Mistake to avoid: Memorizing one mode-switch command as if it applies to every screen reader and application.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
17. Structural Screen-Reader Navigation
Headings, links, landmarks, and controls provide different routes through a document or interface. Choose navigation according to the task, then read enough surrounding content to establish context. Structural shortcuts work reliably only when the content exposes meaningful structure to assistive technology.
Worked example: To find delivery information, a learner reviews headings, moves to the relevant section, and reads its details instead of listening from the page's beginning.
Mistake to avoid: Assuming an absent heading in navigation means the visible section does not exist.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
18. Speech Rate, Verbosity, and Detail
Speech rate controls delivery speed; verbosity controls which information is announced. Punctuation and character feedback affect tasks such as proofreading and entering identifiers. Adjust settings to comprehension and purpose, retaining information needed to identify controls, state changes, or precise text.
Worked example: A learner reads messages with concise feedback but enables detailed punctuation announcements when checking an unfamiliar file path.
Mistake to avoid: Reducing announcements so aggressively that the learner loses control roles or editing feedback.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
19. Magnification and Available Context
Increasing magnification enlarges details while reducing the content visible at once. Balance readability with context and navigation effort. Distinguish whole-screen magnification from application zoom or text resizing, which may preserve more usable layout through reflow when supported.
Worked example: A learner reads a paragraph at high screen magnification but pans constantly. Application text resizing with reflow presents the paragraph more continuously.
Mistake to avoid: Assuming the largest readable enlargement always produces the most efficient workflow.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
20. Tracking, Pointer, and Cursor Enhancement
Tracking determines how the magnified view follows the pointer, keyboard focus, or text cursor. Enhancements make those targets easier to locate but do not fix missing focus or inaccessible controls. Configure movement behavior alongside size, color, and contrast so the learner can predict where the view will move.
Worked example: Typing sends the insertion point outside the visible area. Enabling appropriate cursor tracking keeps the active text location in view.
Mistake to avoid: Enlarging the pointer when the actual problem is failure to track keyboard focus.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
21. Combining Speech and Magnification
Speech and magnification can serve complementary purposes. Speech supports extended reading and feedback; magnification can support layout inspection and visual recognition. Teach how to maintain position and coordinate output so the person can switch methods without losing the task or interpreting conflicting cues.
Worked example: A learner listens to a long report, then uses magnification to inspect a chart and confirm the selected cell before editing.
Mistake to avoid: Treating combined access as redundant instead of assessing the distinct work each channel supports.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) - ACVREP; Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
22. Braille Translation Tables
A braille translation table determines how text becomes braille or braille input becomes text. Match language, code, and contraction preferences to the learner and task. Input and output settings may require separate attention. Check symbols and specialized notation rather than assuming one table handles all content.
Worked example: Output uses familiar uncontracted braille, but entered text expands unexpectedly. Check the input table separately and select the appropriate supported setting.
Mistake to avoid: Assuming changing the display's output table also changes every braille input setting.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
23. Braille Panning and Cursor Routing
A refreshable display presents a limited segment of text. Panning exposes additional content; cursor routing commonly moves an editing or navigation position to a displayed location, depending on context and software. Teach both actions alongside feedback about the current line, control, and selection.
Worked example: A learner pans to a misspelled word, routes to the intended character, confirms the cursor location, and corrects the spelling.
Mistake to avoid: Expecting panning through text to move the editing cursor automatically.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
24. Mobile Accessibility Interaction
An active mobile screen reader can change how touch exploration, navigation, activation, and text entry work. Teach the device's accessible interaction model rather than relying on sighted gesture assumptions. Confirm labels, focus movement, and available actions in the person's actual device and application.
Worked example: A learner touches a control and hears its name without activating it. They then use the device's screen-reader activation gesture to open the control.
Mistake to avoid: Assuming ordinary touch gestures retain their usual function when accessibility interaction is active.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
Accessible Documents and Everyday Workflows
25. Semantic Headings and Lists
Semantic structure identifies a heading or list as such, rather than merely changing its appearance. Apply meaningful heading levels and actual list formatting so assistive technology can expose relationships and navigation. Use a coherent hierarchy that reflects the content instead of selecting styles only for visual size.
Worked example: A report's section titles are bold paragraphs. Applying appropriate heading styles makes those sections available through heading navigation.
Mistake to avoid: Believing bold text, large fonts, or typed bullet characters necessarily create accessible structure.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
26. Purposeful Text Alternatives
An image's text alternative should communicate its purpose in context. Decorative images need appropriate decorative treatment; informative images need meaningful descriptions. Complex graphics may require a nearby explanation or data equivalent beyond a short alternative. Describe the information needed for the task rather than every visual detail.
Worked example: A chart supports a conclusion about declining attendance. Its accompanying explanation states the trend and relevant values, giving nonvisual readers the evidence.
Mistake to avoid: Using a filename or the word 'image' as the complete alternative for informative content.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
27. Table Headers and Cell Relationships
Accessible data tables connect each value with the headers needed to interpret it. Keep structures understandable and verify how the chosen format exposes row and column relationships. Visual alignment alone does not communicate those relationships to a screen reader, especially in complex tables.
Worked example: A value of 18 is meaningless alone. Correct header associations identify it as the number of requests in April for the support team.
Mistake to avoid: Assuming bold formatting in the first row establishes programmatic header relationships.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
28. OCR Recognition and Proofreading
Optical character recognition converts image content into machine-readable text. Recognition can confuse characters, omit material, or scramble columns, particularly with poor images or complex layouts. Proofread task-critical information and inspect organization; successful recognition does not automatically produce an accessible document.
Worked example: OCR converts 'Invoice 180' to 'Invoice I80.' Comparing the result with the source corrects the identifier before it is used.
Mistake to avoid: Trusting recognized text merely because a screen reader can speak it.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
29. PDF Tags and Reading Order
Selectable text, logical reading order, and meaningful document tags address different accessibility needs. Check whether paragraphs, headings, lists, and tables are represented appropriately and read in a sensible sequence. A visually correct PDF may still interleave columns or expose content without usable navigation.
Worked example: A newsletter reads alternately across two columns. Correcting logical order restores the article sequence; adding appropriate structure also improves navigation.
Mistake to avoid: Treating selectable text as proof that a PDF is fully usable with assistive technology.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
30. Accessible Slide Presentations
Slides require meaningful object order, usable text, and alternatives for essential visual content. Titles help identify slides, while layout and contrast affect visual access. Inspect the reading sequence rather than assuming objects will be announced in their apparent spatial order.
Worked example: A slide visually shows a process from left to right, but its objects read backward. Reordering them and adding a concise process description restores meaning.
Mistake to avoid: Checking presentation accessibility only while viewing slides visually in full-screen mode.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
31. Labels, Instructions, and Form Feedback
A usable form identifies each field, communicates requirements, supports keyboard operation, and explains errors. A placeholder may disappear during entry and should not be treated as a dependable replacement for a label. Check submission feedback as well as initial navigation.
Worked example: An invalid date produces only a red outline. Adding an accessible message explaining the expected format lets the learner correct and resubmit the form.
Mistake to avoid: Evaluating a form without testing error recovery and confirmation of submission.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
32. Email and Calendar Context
Teach communication workflows through their meaningful fields and states: recipients, subject, message body, attachments, meeting time, and invitation status. Verify focus before entry and confirm important details before sending. Calendar tasks also require checking date, time zone where relevant, and whether an invitation was accepted or merely opened.
Worked example: A learner opens a meeting request, reviews its date and time, accepts it, and checks the calendar entry rather than assuming opening it confirms attendance.
Mistake to avoid: Confusing viewing a message or invitation with completing the required action.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
33. File Organization and Cloud Sharing
Distinguish file location, synchronization, and sharing permissions. A locally visible file may not have finished uploading, and a shared link may grant inappropriate access. Teach meaningful names, predictable folders, and verification of recipient permissions through the service's accessible controls.
Worked example: A learner shares a project document, confirms that the intended colleague can view it, and removes editing permission because only review is required.
Mistake to avoid: Assuming a copied cloud link automatically gives the recipient the intended access.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
Individualized Instruction and Progress
34. Training Plans with Functional Objectives
Connect short-term instruction to a meaningful longer-term goal. Define the task, relevant conditions, required access tools, and how progress will be observed. Include prerequisites and opportunities to revisit the plan when abilities, goals, or technology change. Independence should be evaluated in context rather than inferred from attendance.
Worked example: To support workplace communication, a plan progresses from locating recipients to composing, attaching, sending, and verifying a complete message.
Mistake to avoid: Using 'learn the screen reader' as the only instructional objective.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
35. Scaffolding and Fading Assistance
Scaffolding supplies temporary support for a task the learner cannot yet complete independently. Model, prompt, or simplify the task, then reduce support as performance becomes more reliable. Distinguish an instructor-completed step from a learner-completed step when assessing progress.
Worked example: The instructor first models saving a file, then provides a brief prompt, and finally observes the learner choose a location and save without prompting.
Mistake to avoid: Recording independent completion when the instructor supplied the necessary decision or command.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
36. Guided Exploration and Metacognitive Prompts
Guided exploration helps learners connect interface feedback with possible actions. Socratic questions invite reasoning; metacognitive prompts ask learners to examine their own plan, monitoring, or error recovery. Supply enough structure to avoid aimless guessing while allowing the learner to make meaningful decisions.
Worked example: After a navigation error, ask what changed, which feedback identifies the current location, and which action would return to the intended control.
Mistake to avoid: Turning questioning into a guessing game when the learner lacks the necessary prerequisite knowledge.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) - ACVREP; Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
37. Adjusting Pace from Observed Learning
Adapt presentation, practice, and pacing to the learner's preferences and observed performance. Offer suitable visual, auditory, or tactile explanations without assuming a fixed learning-style category determines what they can learn. Check understanding through task performance and adjust the amount of new information accordingly.
Worked example: A learner prefers spoken explanations but performs better after handling the keyboard and rehearsing one command at a time. Combine those approaches.
Mistake to avoid: Continuing the same instructional pace because the original lesson plan assigned it.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
38. Orienting Learners to Screen Changes
When an interface changes, establish the new context before introducing commands. Identify the application or dialog, relevant regions, current focus, and available actions using terms meaningful through the learner's access method. Spatial descriptions alone may not tell a nonvisual learner how to reach a control.
Worked example: After a save dialog opens, explain the filename field, folder area, and confirmation control, then help the learner locate current focus.
Mistake to avoid: Saying 'click over there' without naming the control or providing an accessible route.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
39. Transfer Across Tasks and Applications
Transfer occurs when a learner applies a understood principle in a different situation. Teach concepts such as focus, selection, saving, and confirmation alongside application-specific commands. Introduce variations deliberately and observe whether the learner can recognize both shared patterns and important differences.
Worked example: After attaching a file to email, a learner practices uploading one to a portal and identifies the different confirmation step.
Mistake to avoid: Assuming successful repetition of one familiar sequence establishes flexible use elsewhere.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
40. Instructional Records and Confidentiality
Record goals, tools, settings, tasks attempted, assistance provided, observed outcomes, and next steps. Keep observations distinct from interpretation, and include only personal information needed for service delivery. Use appropriate consent and approved communication practices when sharing records or coordinating with other professionals.
Worked example: A note states that the learner attached a document after one verbal prompt and will practice locating files next session.
Mistake to avoid: Writing 'poor ability' without observable evidence or including unrelated sensitive personal details.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
System Configuration and Connections
41. Hardware, Operating Systems, and Applications
Hardware provides physical resources; the operating system manages them; applications perform user tasks; access technology supplies or improves interaction. These layers affect one another. Identify which layer controls a setting or failure before changing it, and distinguish system-wide adjustments from application-specific behavior.
Worked example: Text is small in one document editor but comfortable elsewhere. Check that application's display settings before changing the entire system's magnification.
Mistake to avoid: Treating every display or input problem as an operating-system problem.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
42. Requirements and Compatibility
A solution must meet hardware requirements and work with the operating system, applications, and peripherals needed for the goal. Compatibility includes functional access, not merely successful installation. Consult current manufacturer information for changing requirements and test the actual workflow before relying on the configuration.
Worked example: An access tool installs successfully but cannot expose controls in the required workplace application. Installation success does not justify recommending that combination.
Mistake to avoid: Inferring compatibility from a product's general support for an operating system.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
43. Software, Drivers, and Controlled Changes
Applications supply task functions, while drivers support communication with hardware. Before installing or removing either, identify its purpose, source, dependencies, and an appropriate recovery route. Obtain needed authorization and preserve essential access. Remove unwanted software only after confirming that it is unnecessary.
Worked example: A braille display is detected but unavailable to the screen reader. Check its supported connection requirements and driver guidance before reinstalling unrelated software.
Mistake to avoid: Deleting an unfamiliar component without checking whether an accessibility device depends on it.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
44. Account Access and Authentication
Account configuration includes identifying the correct account, accessible sign-in methods, recovery options, and suitable permissions. Test authentication through the person's access tools, including any additional verification step. Let the individual retain control of credentials and use approved support practices rather than collecting passwords in training records.
Worked example: A learner signs in independently with an accessible verification method and checks that recovery information is usable if the primary device is unavailable.
Mistake to avoid: Saving a learner's password in an instructional note for convenience.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
45. Updates, Settings, and Recovery Preparation
Updates can affect compatibility and personalized access settings. Record the working configuration, protect important data, and preserve settings where supported before significant changes. Review current release and compatibility information, then verify essential workflows afterward. Recovery preparation should cover settings and files separately.
Worked example: Before an update, record speech and magnification preferences. Afterward, test sign-in, document editing, and the connected braille display.
Mistake to avoid: Assuming a file backup also preserves every access-technology preference.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
46. Bluetooth, Wi-Fi, and NFC Roles
Bluetooth commonly connects nearby peripherals, Wi-Fi commonly provides network access, and NFC supports short-range interactions such as reading compatible tags. Their functions differ. Check whether the connection technology, device support, and intended service match the task rather than treating wireless connectivity as one interchangeable feature.
Worked example: A wireless braille display connects through Bluetooth, while downloading a document requires network access through Wi-Fi or another available connection.
Mistake to avoid: Assuming a successful peripheral connection proves that internet access is available.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
47. Remote Training Configuration
Remote instruction requires accessible communication, usable audio, and a clear agreement about screen sharing or control. Test whether instructor guidance and assistive output remain distinguishable. Explain permissions and maintain the learner's ability to stop access. Share only the information needed for the instructional task.
Worked example: The learner hears the instructor but not screen-reader speech. Adjust the supported audio-sharing arrangement and confirm both before beginning the lesson.
Mistake to avoid: Taking remote control without making its scope and termination method clear to the learner.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
Troubleshooting and Maintenance
48. Isolating Variables in a Fault
Define the expected behavior, actual behavior, affected tasks, and recent changes. Compare working and failing conditions, then change one relevant variable at a time. Record results so a successful workaround is distinguishable from a demonstrated cause, and so escalation includes useful evidence.
Worked example: Speech fails only in one application after an update. Testing another application and a simple document narrows the investigation before changing system-wide settings.
Mistake to avoid: Changing several settings simultaneously and then claiming to know which one caused the problem.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
49. Tracing Missing Speech Output
Missing speech may arise from audio routing, volume, the screen reader, or inaccessible application content. Establish whether other sound works, whether speech works elsewhere, and which output device is selected. This separates an audio-path failure from a problem exposing information to the screen reader.
Worked example: System sounds play through headphones, but screen-reader speech goes to another device. Selecting the intended speech output restores access.
Mistake to avoid: Reinstalling the screen reader before checking mute settings and output routing.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
50. Diagnosing Unexpected Keyboard Behavior
Unexpected input can result from the active window, focused control, modifier state, keyboard layout, or an access mode. Determine whether the problem occurs in a simple text field as well as the target application. Identify the state mismatch before assuming a physical keyboard defect.
Worked example: A shortcut affects the browser instead of the document. The learner confirms the active window and returns focus to the intended application.
Mistake to avoid: Replacing hardware because commands fail only when focus is elsewhere.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
51. Separating Connection Layers
Distinguish peripheral pairing, local network connection, internet access, service availability, and account access. Success at one layer does not prove success at the next. Test an appropriate known-working comparison at each relevant layer before resetting connections or changing credentials.
Worked example: Wi-Fi is connected and another website opens, but one cloud application rejects sign-in. Investigate that service or account rather than rebuilding the wireless connection.
Mistake to avoid: Treating every online failure as a Wi-Fi fault.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
52. Performance Problems and Resource Demand
Slow responses can reflect application workload, limited resources, background activity, or access-tool interactions. Determine whether the delay is widespread or tied to one task. Compare a simpler workload and inspect relevant system information using accessible tools before recommending additional hardware.
Worked example: Speech responds promptly in a short document but lags in a complex spreadsheet. Investigate that workload and application interaction before blaming overall computer speed.
Mistake to avoid: Recommending a hardware upgrade without evidence about where the slowdown occurs.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
53. Hardware Symptoms and Service Boundaries
Differentiate a physical symptom from a software configuration issue using safe observation and supported checks. Hardware replacement requires appropriate competence, authorization, and manufacturer procedures. Faults involving damaged equipment or uncertain electrical safety should be referred for qualified service rather than explored through improvised repair.
Worked example: A connector is visibly damaged and disconnects repeatedly. Stop relying on that connection and arrange appropriate service instead of forcing it into place.
Mistake to avoid: Opening equipment or improvising repairs merely because software troubleshooting did not resolve the fault.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
54. Security Maintenance and Recoverable Data
Security software, trustworthy updates, and backups support different parts of maintenance. A suspicious prompt should be evaluated through known, approved tools rather than its own instructions. Backups must contain the needed data and permit usable recovery; synchronization alone may replicate deletion or unwanted changes.
Worked example: A synchronized file is accidentally deleted across devices. A separate recoverable copy restores it when synchronization cannot provide the needed version.
Mistake to avoid: Assuming cloud synchronization always provides an independent backup or reliable recovery history.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
Evaluating Technology and Sharing Knowledge
55. Evaluating New Tools Against Use Cases
Evaluate an unfamiliar tool through a defined task, access method, and relevant environment. Examine completion, error recovery, compatibility, and support needs rather than relying on a demonstration. Separate promising capabilities from verified practical performance, and state the limits of the evaluation.
Worked example: A new reading application speaks a sample page but cannot reliably navigate the learner's required multi-column documents. Its demonstrated benefit is narrower than advertised.
Mistake to avoid: Generalizing from one successful demonstration to all documents or users.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
56. Matching Evidence to Information Sources
Use manufacturer documentation for supported features and compatibility statements, professional resources for practice discussion, and user communities for reported experiences. These sources answer different questions. Check relevance to the platform, configuration, and task, and confirm consequential claims through appropriate documentation or testing.
Worked example: A community post describes a workaround. Verify its relevance to the current configuration before including it in a learner's workflow.
Mistake to avoid: Treating an anecdotal report as a universal product capability or limitation.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
57. Beta Testing with a Recovery Route
Pre-release software can reveal emerging accessibility capabilities but may behave unreliably. Keep exploratory testing separate from essential tasks where possible, preserve a working access method, and protect data. Follow the developer's current testing guidance and distinguish beta observations from claims about a released product.
Worked example: Test an experimental document feature with non-sensitive sample files while retaining the established application for the learner's required work.
Mistake to avoid: Making an unproven beta the person's only method of accessing essential information.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
58. Reproducible Accessibility Feedback
Useful developer feedback identifies the environment, access technology, steps, expected behavior, actual behavior, and functional impact. Provide a minimal reproducible example without exposing confidential material. Explain what prevents task completion rather than reporting only that something is inaccessible.
Worked example: A report describes a keyboard-operable menu whose expanded items are not announced, with a small sample and exact steps reproducing the problem.
Mistake to avoid: Sending screenshots alone when the failure concerns focus or information exposed to assistive technology.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
59. Developing Accessible Training Materials
A useful training resource explains prerequisites, task steps, expected feedback, and recovery from common errors. Present it in formats the intended learners can access and maintain it as interfaces change. Teach the task's underlying logic alongside commands so the material remains useful when details differ.
Worked example: A saving guide names the filename field and destination choice, then explains how to confirm the saved file rather than listing unexplained keystrokes.
Mistake to avoid: Distributing instructions that depend entirely on unlabeled screenshots or outdated interface positions.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
60. Consumer Reviews and Accessibility Collaboration
Consumer experience reveals practical barriers that feature lists may miss. Interpret reviews in light of the reviewer's goals, access method, and environment, then investigate relevant patterns. Collaboration with users and developers can turn those observations into clearer requirements, demonstrations, and more usable technology.
Worked example: Several braille users report difficulty reviewing long labels. Reproduce that workflow and explain the lost information to the developer before recommending a workaround.
Mistake to avoid: Dismissing user reports because a product advertises accessibility, or assuming one review represents everyone.
Source reference: Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP
Sources
Sources checked:
- Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) - ACVREP
- Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) BOK and Clinical Competencies - ACVREP