The Americans With Disabilities Act (1990) can be interpreted as civil rights legislation for disabled people. Equal opportunity, equal environmental accessibility, and equal education opportunities are presumed to be byproducts of this legislation. Geography must face questions about how to achieve these goals. In the profession where visualization is dominant in terms of representation and display, one group of disabled people is the most disadvantaged--people who are visually impaired. In this paper, a variety of ways to help visually impaired people access and learn geospatial material are offered. To be consistent with today's electronic high-tech environment, suggestions are made that can be implemented now or in the near future to allow the learning of geography without the use of vision.