Modern Approaches to the Use of Digital Resources in Teaching Children with Visual Impairments

Abstract

This article provides a critical analytical synthesis of contemporary approaches to the use of digital resources in the education of children who are blind or have low vision. The analysis moves beyond a technology -centred understanding of digitalization and treats accessibility as a pedagogical design principle that must be embedded in curriculum, instructional interaction and assessment. Drawing on recent systematic and scoping reviews, accessibility standards and Universal Design for Learning (UDL), the paper systematizes digital resources into six interrelated groups: accessible textual resources, screen - reader and refreshable-Braille environments, audio and audio -described content, tactile-digital and multimodal resources, mobile and cloud-based learning tools, and emerging AI -supported interfaces. Particular attention is given to the distinction between formal technical accessibility and meaningful educational accessibility.