[Blindmath] Question for Blind Mathematicians

Thu Mar 4 18:07:44 UTC 2010

If this has not yet happened, it sounds like a meeting between the instructor and student would be helpful.  The student could show/demonstrate/explain how s/he is typically able to participate in class, read text, work math problems, etc. It could be with this amount of explanation/demonstration, the instructor will be more comfortable and confident that the student is able to participate in class and is able to demonstrate what s/he knows (via tests/assessments). I suspect access to the graphics will be an important concern for the student.
Debbie

-----Original Message-----
From: blindmath-bounces at nfbnet.org [mailto:blindmath-bounces at nfbnet.org] On Behalf Of Lachenbruch, Peter
Sent: Thursday, March 04, 2010 11:52 AM
To: 'Blind Math list for those interested in mathematics'
Subject: Re: [Blindmath] Question for Blind Mathematicians

This is also a reply to several others:
1.	Matthew - I agree entirely.  The issue that I'm now a little worried about is evaluation.  This is a large class and I give multiple choice exams so I think I can offer the exam to the student with a reader (can be electronic or paper) and the scantron forms can be filled in by the reader.  I don't want to be the reader as I realize that I tend to give hints.  The only place I see a problem is in interpreting graphs which I do once or twice on an exam.  I need to think about that.
2.	Maria - I've gotten a lot of help from this list.  I tried to reach www.accesstext.org but my email couldn't find it.  Darned if I know what's going on.
3.	Rich - Sounds like you have a lot going for you.  I wouldn't have come up with your ideas, but I don't have your problems.  I don't know about bump dots and wiki sticks, but I suspect I will soon.  Shading lines seems like the way you're doing it is fine.  Most statistical programs will produce very nice graphs, but I don't know how they translate into physical appearance.  I suspect some programs will take a graph and convert it.  
4.	Dave - thanks for the leads.  I had found the lead to the NLS a day or two ago.  You must realize that I'm a complete novice here, so any help I get is most appreciated.
5.	Jayne - that's a wonderful reference.  In fact, Utts and Heckard had several versions of their text and one was this and there are others that are longer.  The material is essentially the same, but the other editions have more supplementary material and the exercises are numbered differently.  

Once again, thanks to all of you for your help.  

Tony

Peter A. Lachenbruch
Department of Public Health
Oregon State University
Corvallis, OR 97330
Phone: 541-737-3832
FAX: 541-737-4001

-----Original Message-----
From: blindmath-bounces at nfbnet.org [mailto:blindmath-bounces at nfbnet.org] On Behalf Of Matthew_2010
Sent: Wednesday, March 03, 2010 9:53 PM
To: Blind Math list for those interested in mathematics
Subject: Re: [Blindmath] Question for Blind Mathematicians

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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