classroom Put simply, accessibility in education is about making information readily available and easy to digest for all types of students. In the past, students with learning disabilities or physical impairments were typically sent to a special classroom, separated from their fellow students. Increased accessibility is allowing those students to learn in the same classrooms as their peers, with all of the educational, emotional, and social benefits that inclusion allows. The modern sentiment is that this method of inclusive education is far more beneficial than separation, for both the treatment of learning disabilities, and for the education of students who are facing those challenges. It would be difficult to say that advances in technology and in educational philosophy directly are correlated as cause-and-effect, but it is clear that, at the very least, technology has had a strong influence on education, and vice versa. Accessibility challenges come in many forms, each of which requires special learning considerations in order to allow a given student the best, most effective education environment possible. Some of the most common accessibility challenges students face are, learning disabilities, learning a new language, visual impairments, and literacy problems. There are over 774 million people worldwide with no literacy skills, over 285 million people with visual impairments ranging from near-sightedness to total blindness, and 15 to 20 percent of the population dealing with some form of language-based learning disability. For these students, technology like text to speech for education makes learning from books a reality, without the difficult and at times impossible task of reading words from a page. Even for students moving along as expected on the development curve, accessibility is important. Though these students may not have a clear-cut, easily diagnosed condition, they still all learn most effectively in different ways. The fact is that not every student has the time to sit down and read, or the desire to consume written material for intellectual advances. These students often actually enjoy learning, but are pushed away due to personal preferences on how to learn. By presenting these students with the same information in different ways, educators stand a better chance of sparking intellectual interest and further research from any given student.