[Blindmath] Question for Blind Mathematicians

[John Gardner]

Hello Jose, I would agree with Matthew although perhaps more tactfully. 
  I did not interpret the professor's letter as negative, just ignorant. 
  She needs to learn a bit about communication, but frankly, it should 
be no big deal.  None of the problems she's worried about are really 
major problems unless your SSD office doesn't know how to communicate 
them either.  The professor obviously has no idea how to communicate 
those ideas and needs to learn.

Good luck.

J Gardner


On 3/3/2010 9:53 PM, Matthew_2010 wrote:
> Well, the way I se it, your disabled students office should be able to
> answer absolutely 100% of all this teacher's freakin questions. They
> should assure her that you will learn the material just like all the
> other students but in different ways when necessary. I cannot emphasize
> enough that your disabled student's office should meet with the chair of
> the math department and outline how blind students complete mathematics
> assignments. If your disabled student's office cannot do this then they
> have serious deficiencies in serving the disabled students at your school.
>
> Matthew
>
> ---- Original Message ----- From: "Jose Tamayo" <jtblas at hotmail.com>
> To: "'Blind Math list for those interested in mathematics'"
> <blindmath at nfbnet.org>
> Sent: Monday, March 01, 2010 7:38 AM
> Subject: [Blindmath] Question for Blind Mathematicians
>
>
> Hello Folks,
>
>
>
> I am writing this e-mail to ask for assistance, perhaps offlist, in the
> best way to address this issue I am working through with an instructor
> at my
> University. I thought the problems I would have would be limited to
> presentation and preparation of content but I have learned quite the
> contrary. I have an instructor that has some question regarding
> accommodations for me and all have agreed except her. Understandably, she
> has some questions / concerns but what worries me is her statement about
> suggesting other career paths for individuals with visual impairments. I am
> pasting her response to some of our e-mails on accommodations and I would
> like some direction as this issue directly applies to the success of blind
> mathematicians in my area.
>
>
>
> Important note: The professor has questioned some very basic accommodation
> requests and also has taken the request out of context by asking if I will
> require all content available to me. Obviously, we are not asking for all
> that she is concerned about but that we cannot control.
>
>
>
> Professor's e-mail content follows:
>
> Please excuse my delay in answering your e-mail from Tuesday, February 23,
> regarding Jose Tamayo's request for Test 1. I was hoping to discuss some
> of the issues with him yesterday but since that did not happen, I am
> writing
> the following response:
>
>
>
>
>
> It is my understanding that the materials and necessary tools for Jose to
> take this course are being currently developed. I have been willing to
> extend the dates for administering tests, and have agreed to give an
> incomplete grade if Jose takes two tests (Chapter 7 and Chapter 8) before
> the end of the term. However, I am now concerned as to what will be
> necessary and permissible to provide to Jose in a math exam. I believe
> Jose's request raises questions that need to be addressed responsibly, not
> lightly.
>
>
>
> If for test #1 the very basic right triangles 30º-60º-90º and 45º-45º-90º
> need to be given, then what would be expected when he has to draw different
> triangles and place them in the correct quadrants to answer other general
> questions in test #2? In this course, there are many identities that
> students must memorize. Because formula sheets are not allowed on tests,
> most students usually write them down on the test papers as soon as they
> get
> them so that they can refer to the formulas as they need them (they also do
> this for the basic triangles). Is it going to be expected for Jose to have
> these formulas? What would be expected for drawing triangles to represent
> the application problems, how about polar graphs in test #3, etc.?
>
>
>
> As I sat in the very informative presentation of Professor McDermott-Wells,
> Math in the Dark, on February 5, I wondered if I would have been one of
> those who would urge visually impaired students "to avoid career goals that
> involve any significant amount of Mathematics or technical content".
> However, I have never been in the position of advising VI students and in
> fact, Jose is the only VI student I have had in my over 30 years of
> teaching
> mathematics, the last 10 years at FIU.
>
>
>
> A visually impaired student definitely requires a very individualized
> treatment, particularly in mathematics courses. If Jose is going to
> complete this course and continue with other mathematics courses at FIU,
> shouldn't the Department of Mathematics and Statistics be asked for some
> input as to what allowances can be provided?
>
>
>
> A grade on a student's transcript assumes certain uniformity in the
> evaluation of a student's work. My concern is that for Jose not only the
> course has to be presented differently but also evaluated differently. I
> will be discussing this matter with my chairperson, Dr. Bao Qin Li, next
> week.
>
>
>
>
>
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