[Blindmath] 9th Grade Standards that are difficult for my vi student

[Benjamin Davison]

Great points of contact. I would add one more.

Stephanie Knight
Psychologist
Georgia Academy for the Blind
sknight at doe.k12.ga.us
478-751-6085

Stephanie helps manage testing at GAB. She has done a great job ensuring 
the students get the accommodations they need, while abiding by Georgia 
rules.

- Ben


On 5/14/2012 10:25 PM, Noble,Stephen L. wrote:
> Hi Mary,
>
> Concerning Georgia's rules for state test accommodations for mathematics, I might suggest that you contact one or both of the following individuals if you have not already done so:
>
> Gina Gelinas, Program Manager
> Georgia Project for Assistive Technology
> GADOE
> ggelinas at doe.k12.ga.us
> 404-463-5288
>
> Jim Downs, Program Manager
> Georgia Instructional Materials Center
> Georgia Department of Education
> 404-298-3653 local
> 866-245-1048 toll free
> jdowns at doe.k12.ga.us
>
> I hope this may help.
>
> --Steve Noble
>
> ________________________________________
> From: blindmath-bounces at nfbnet.org [blindmath-bounces at nfbnet.org] on behalf of Mary Woodyard [marywoodyard at comcast.net]
> Sent: Monday, May 14, 2012 9:23 PM
> To: blindmath at nfbnet.org
> Subject: [Blindmath] 9th Grade Standards that are difficult for my vi student
>
> Ben,  You post is most helpful and I will definitely contact you offline.  I
> looked up the standards and really it is the entire Geometry Unit that is a
> challenge.  With respect to triangle centers, he had a surprisingly easy
> time differentiating auditorially between incenters, orthocenters,
> circumcenters and centroids. However, when he had to look at diagrams of the
> above mentioned figures and figure out which type of center it was - it was
> much more difficult.  He just has a hard time visually deciphering what he
> is looking at.  This same principle applies pretty much to all math - but
> any place where the visual nature is more pronounced - he has to learn it
> orally and then associate the visual representation with the auditory
> definition that is in his head.
>
>
>
> With respect to graphing - using large print graphs and contrast - he can be
> surprisingly good.  The hardest part for him is visually interpreting
> functions of the graph.  He can determine functions and patterns easily when
> he sees them in a chart.  When he looks at a graph, interpreting whether a
> pattern or the slope is positive or negative can be much harder particularly
> if the question reads "Which line is positive for the x and negative for the
> y?"  Then the chart may have 4 or 6 lines to choose from.
>
>
>
> Determining the distance of a point from a line has also been a harder
> concept for him.  He does well with knowing how to change the slope if the
> line is parallel or perpendicular.  It is just stepping through all of the
> steps to get the original equation, determine the slope, get the 2nd
> equation, solve for y, solve for x and then find the distance between the
> two original points that is hard for him.  In his school, if you make any
> mistakes - you get no credit.  I can't wait to see what 10th grade brings!
>
>
>
> This year they were required to know the function notation and visual
> representations of linear graphs, absolute value graphs, radical/square root
> graphs, reciprocal/rational/inverse graphs and cubic graphs.  They also had
> to know the domain, range and solution of each.  Again - if he was just
> given an equation - he would know what it was and how to determine the
> patterns.  But to look at a graph and come up with the correct equation is
> much harder for him.  He is getting it - but we'll be working on it this
> summer.
>
>
>
> I will email you offline - but wanted to throw these examples out for others
> to think about.  The other thing he has run into in Georgia is that if he
> asks to have something read to him orally - they cannot read conditional
> signs.  They say it will make his test nonstandard and endanger him getting
> a regular diploma.  This has been puzzling to me as he does have pretty
> usable vision.  What does a student in Georgia do without usable vision for
> oral testing?  Even if the test is Brailed there are probably areas that
> need to be clarified.  Do students in Georgia who need all parts of a math
> test read to them just get a conditional diploma?
>
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>
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