Free speech is as much about being able to receive the ideas of others as it is about expressing one’s own.  We know from the work of educational psychologists that different people acquire knowledge in different ways. For example, some sighted language learners learn more effectively visually, other aurally. The evidence mentioned in the introduction suggests that this is no less true for blind students with those without access to Braille scoring less well in exams than those with it.  This becomes an issue of free speech when by compelling people to acquire information in a certain way means that they either have less access to that information or less chance of effectively digesting it. For those for whom are proficient Braille is their preferred medium, [i] despite there being alternatives for communication [ii] , it is their only medium for text, and is useful for using computers which may use a braille display. [iii]  However, even if this were just a matter of preference, it would be odd not to treat this as a free speech issue; allowing people access to information in a way that is not only possible but comfortable and convenient is at the heart of most forms of information distribution. A majority of people receive their news online but newspapers still exist because some people prefer them. It would be possible for readers to access information via microfiche but would be so inconvenient that it is rarely used.  It surely makes sense to see new delivery systems for information as an opportunity to expand, not reduce, the methods available for both imparting and receiving information.  [i] ‘Disabilities, Opportunities, Internetworking and Technology Did You Know?’, University of Washington, 2000,   [ii] Deafblinduk.org.uk. Types of Communication.  [iii] Singh, Reeta, ‘Blind Handicapped Vs. Technology: How do Blind People use Computers?’, International Journal of Scientific &amp; Engineering Research, Vol. 3, Issue 4, April 2012,