[Blindmath] psychology statistical diagrams

[Roopakshi Pathania]

Hi Bernard,

Having observed the tactile output from both a Braille embosser and a fuser, I would personally go for an embosser as it provides me with more independence; and my philosophy is all about doing things independently.

But I realize the advantages and disadvantages of both technologies, so methinks your arguments are valid.
Now coming to my question for you: have you used fusers extensively for your students?
If so, what degree of complexity can you preserve in the diagrams before you need to break down a single diagram into simplified separate pieces?

Regards
Roopakshi

--- On Wed, 10/20/10, Bernard M Diaz <b.m.diaz at liverpool.ac.uk> wrote:

> From: Bernard M Diaz <b.m.diaz at liverpool.ac.uk>
> Subject: Re: [Blindmath] psychology statistical diagrams
> To: "Blind Math list for those interested in mathematics" <blindmath at nfbnet.org>
> Date: Wednesday, October 20, 2010, 8:48 PM
> Hi Mike,
> 
> Fusers are standard equipment, used for example at
> Liverpool University
> to generate tactile versions of lecture material, exam
> paper diagrams,
> and in discussions with students to help "illustrate"
> design issues
> aided by the diagrams (e.g. in computer science, discussion
> based
> around the use of UML diagrams).
> 
> I believe that where-ever diagram material is a key issue
> (note
> not images) then swell paper technology, is quick, easy,
> quiet,
> cost effective and a highly functional additional
> communication
> methodology, that is indispensable when teaching blind
> students.
> 
> Other, more expensive solutions (e.g. braille dot type
> systems)
> require training and preparation.  In contrast, it
> takes a few
> moments to show teachers how to use swell-paper technology
> (OK it can be used more effectively after more extensive
> training)
> but in the group teaching environment, speed and
> functionality
> given a minority of blind, is a key issue.  Swell
> paper fits that
> bill perfectly
> 
> I recommend that where-ever there are blind, and diagram
> based
> teaching is to be given, then a Zyfuse type system is
> located there
> and teachers and other students that interact with the
> blind also
> shown how to use it.
> 
> In my experience, this is material produced for blind
> students
> and is already fused. It would be possible to circulate
> unfused
> (pre-printed) sheets that the student fused. However, I
> would
> guess this would be unsatisfactory - how would the blind
> student
> know that it has fused completely and correctly? And then
> there
> is a safety concern; fusers run at high temperatures that
> in
> unsuitable environments might possibly cause a fire
> hazard.
> 
> It might be, that the printed sheets were given to the
> student
> and the student expected to transfer this to swell paper
> and
> then fuse that.  I believe this approach neglects a
> teachers
> responsibility to deliver accessible material, and is not
> a
> good idea.
> 
> Finally, I am uncertain (for safety and other reasons)
> whether
> a blind student should be expected to operate a
> fuser.  It is
> clear they can, but whether that is sensible, depends on
> the
> student, the nature of fuser and technology, and the
> overall
> environment in which the technology is to be used.
> 
> I would guess that if you are being taught using SPSS
> diagrams
> (for example to comment on distributions, etc) or expected
> to
> generate them, then swell paper technology is a sine qua
> non
> that universities must provide. How they do it is then
> merely
> an operational and budget issue.
> 
> Kind regards - Bernard Diaz
> (Computer Science, University of Liverpool)
> 
> Mike Moore wrote:
> > Hello,
> > 
> > I am a blind student studying psychology at university
> in Northern
> > Ireland.
> > 
> > I am asking DSA (disabled student's allowance) for a
> fuser by Zychem.
> > 
> > 
> > This item uses swell paper and I would find it very
> useful when using
> > SPSS software to produce tactile diagrams in order to
> comment on the
> > distribution/dispersion of frequency polygons etc.
> > 
> > I am having difficulty convincing them and would like
> to know if
> > anyone else has used this item and how successful it
> has been.
> > 
> > Kind regards,
> > 
> > Mike Moore, University & College Student Mentor
> _______________________________________________ Blindmath
> mailing
> > list Blindmath at nfbnet.org
> http://www.nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
> To
> > unsubscribe, change your list options or get your
> account info for
> > Blindmath: http://www.nfbnet.org/mailman/options/blindmath_nfbnet.org/b.m.diaz%40liverpool.ac.uk
> 
> _______________________________________________
> Blindmath mailing list
> Blindmath at nfbnet.org
> http://www.nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
> To unsubscribe, change your list options or get your
> account info for Blindmath:
> http://www.nfbnet.org/mailman/options/blindmath_nfbnet.org/r_akshi_tgk%40yahoo.com
>