[blindLaw] assistance with accommodations for visual formatting in law school.

[Sanho Steele-Louchart]

Natalia: 

Typically, the accommodation in this instance is to provide a reader to assist in spotchecking for formatting, not to omit formatting requirements altogether. You would need to know what to do, then have the reader confirm that things are how you want them. This is especially important if you plan to litigate. 

Sanho 

> On Nov 4, 2024, at 4:19 PM, Natalia Sulca via BlindLaw <blindlaw at nfbnet.org> wrote:
> 
> Hello All,
> 
> I'm reaching out for advice regarding a challenging situation I'm facing
> with accommodations in my legal writing course. I am currently a 1l. I've
> encountered ongoing issues with my school's unwillingness to exempt me from
> visual formatting requirements under the Bluebook, such as font color,
> precise alignment, italics versus underlining, and other specific
> typographic elements. These requirements are heavily visual, yet they
> directly impact my grades, even though I have no way to ensure compliance
> independently.
> 
> Despite repeatedly requesting and being promised accommodations, my school
> has yet to deliver any workable solution. I continue to receive grade
> deductions for elements I cannot see or verify, like page numbers, font
> colors, and specific visual preferences. My professor prefers certain
> Bluebook elements to be underlined rather than italicized, which conflicts
> with both the instructions and my ability to format accurately with JAWS
> limitations. Points are regularly taken off for such details, significantly
> affecting my grades.
> 
> I have tried explaining that a screen reader cannot convey visual layout,
> font color, or alignment with much accuracy, especially if I assign it one
> way and word randomly changes it as its prone to happen. I have also
> explained  that dictating these elements to someone else is impractical
> since I cannot visually guide or verify the end result. Despite my efforts,
> the school has been reluctant to implement a content-only grading approach,
> which I believe would be a fair and appropriate solution. This has left me
> feeling increasingly frustrated, as my academic performance is being
> evaluated on factors that are inaccessible to me as a blind student.
> 
> I would be very grateful for any advice on how to approach this situation.
> Has anyone on this list encountered a similar issue, and if so, what
> strategies or resources were helpful? I want to find a way to advocate
> effectively for accommodations that allow my work to be assessed on content
> and legal understanding, rather than visual formatting elements that I
> cannot independently control.
> 
> Thank you all for your time and guidance.
> 
> Best regards,
> Natalia Sulca
> 
> 
> 
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