A sighted student read text books or novel or magazine or comics etc. in his daily life as per his choice, means he can read independently whatever he wants to read. But a student who has lost his vision cannot read as per his/her choice due to his/her limitation to see. For example if a student with visual impairment wants to read comics ‘Chacha Chudhary’ then s/he would be unable to read it himself, s/he needs help of other sighted student who read it for him. So for day to day reading purpose student with visual impairment totally depends on sighted student, which is the major barrier for inclusive and independent society. Technological devices are instrument to reduce the limitation of these students, and empowered them to do work easily, gain knowledge and enjoy during leisure time. These devices are also playing an important role in education of students with and without disability; it has changed the entire scenario of education of these students. For students with visual impairment, the importance of technological device is more than sighted students, because it reduces the limitation of vision loss and helps them to learn as par sighted students. To get the benefit of the technological devices, availability is the first most important criteria. Since many researches (Hosmer, 1995; Rocklage, Gillett, Preschong, & Delohery, 1995; Parette et al., 2006; Judge, Floyd, & Jeffs, 2008; Matzen et al., 2010) have proved that technology is an important vehicle for inclusive education and its availability for students with disabilities improve their performance and they take full advantages of education. Hence the question arises that are the reading technological devices for students with visual impairment available in schools? To find out the answer of this question this topic was selected for the study. The study was conducted in the Government funded schools of south zone of Delhi. The glimpse of the study is as follows:

Objective: The objective of the study was to find out the status of reading technological devices for students with visual impairment in south zone of Delhi’s inclusive schools.

Method: Descriptive survey method was used to collect data with the help of Checklist cum questionnaire schedule. The sample of the study was 15 schools of three Educational Districts of Delhi.

Results: Results show that very few reading technological devices for students with visual impairment were available in those schools where special education teachers were posted, but where these teachers were not posted, the status of availability of these devices was not good.

Conclusion: International Agencies, Centre & State Govt. of India have made so many Schemes, Policies and Acts, but problems exist somewhere in implementation stage, that’s why situation at gross root level is not up to the mark.