This study used a single-subject design to investigate the feasibility of using computer access technology by Braille reading students who are mainstreamed. The technology would reduce the time that vision teachers spend transcribing Braille work for mainstream teachers and thereby increase the time vision teachers spend in direct instruction and consultation. Three Braille students and their three vision teachers were the subjects of the study. Students used various software programs including speech access programs. During the intervention, the Braille reading students each used a computer and computer access technology to do their classwork and produce a print copy for their mainstream teacher. For all three teachers, there was a marked decrease in the amount of time spent transcribing the students' classwork from Braille to print when the student used computer access technology. There was also an increase in the amount of time the teachers spent in direct instruction, although there was not an increase in consultation time. Data collection forms are appended. (Contains 14 references.) (DB)