ABSTRACT
Assistive technology comprises much of the author's teaching toolkit. In addition to his/her half-dozen pairs of glasses, he/she use several lighted, handheld magnifying glasses, digital magnifiers, closed-circuit television magnifiers, a manual braille typewriter, a Refreshable Braille Display, screen readers, screen magnification software, and about a dozen talking apps on the author's phone and tablet. This chapter focuses on that technical communication pedagogy as it mediated by the author's low vision status. Money has never motivated the author's dedication to teaching English and producing scholarship about it. Even so, the author's undergraduate professors at Northwestern State University of Louisiana ensured that he/she understood the economic consequences of earning a degree in the humanities, especially as an individual with a disability. Countless reams, tomes, and gigabytes have been devoted to both theoretical and practical analysis of disability in the college classroom where the students have disabilities.
