[Blindmath] help

Wed Mar 12 00:22:27 UTC 2014

Thank you, Maureen.  You took the words right out of my mouth. I was about
to ask the same question.  How did this student get this without the
knowledge of graphs and even the basic/rudimentary skills to read and
interpret a tactile graphic?  I supposed he could be recently blind and
thus at a severe disadvantage being in class without tactile skills but
wow, what a struggle!

SM

On Tue, Mar 11, 2014 at 8:15 PM, Lewicki, Maureen
<mlewicki at bcsd.neric.org>wrote:

> The question remains, to me, how did the student prepare for this test?!
> The graphics were being presented to the sighted students...how was the
> blind student participating?
>
> Why did he not contact the disability office regarding the need? not
> trying to be obnoxious here, but as a TVI of high schoolers, I begin to
> wonder if I need to teach them to be more proactive about  making their
> need for access to  materials known, AND be sure they can articulate how
> they need the materials prepared.
>
> Maureen Murphy Lewicki
> Teacher of the Visually Impaired
> Bethlehem Central Schools
> 700 Delaware Avenue
> Delmar, NY 12054
> http://bcsd.k12.ny.us/
>
>
> On Mar 11, 2014, at 8:01 PM, "Arielle Silverman" <arielle71 at gmail.com
> <mailto:arielle71 at gmail.com>> wrote:
>
> It depends on what he already knows about graphs before taking this
> exam. If he already understands the concept of lines, X and Y axes,
> slope and intercept, then you may just be able to read him the
> question and describe any graphs that are included on the test. If he
> doesn't have the basic conceptual understanding because he hasn't been
> properly accommodated for this class, then he may need to take a step
> back and go over some tactile graphs before he can be tested fairly on
> the material. But I think the test questions are fair as long as he's
> received appropriate accommodations while he was originally learning
> the material, either tactile graphs, audio descriptions or both.
> When I was taking math tests and the test asked me to draw a graph, I
> would just write a detailed description with JAWS. This was never a
> problem for me even into calculus and advanced statistics. He should
> be able to take tests with JAWS unless the test question itself
> actually contains a graph. Also, some equations will not read properly
> with JAWS. He will need to trial a document and see if the equations
> make sense with JAWS before using this as a preferred testing method.
> You can retype the equations in a way that makes sense to JAWS by
> using plain numbers, letters and operators. JAWS reads +, -, * and /
> correctly along with %. It does not read Greek letters correctly.
>
> Best,
> Arielle
>
> Arielle
>
> On 3/11/14, sabra1023 <sabra1023 at gmail.com<mailto:sabra1023 at gmail.com>>
> wrote:
> I actually don't agree that it's fair to only provide tactile graphs. I
> like
> tactile graphs forgetting basic information, but I hate them if I need
> really specific information.
>
> On Mar 11, 2014, at 10:24 AM, "John Gardner" <gardnerj at onid.orst.edu
> <mailto:gardnerj at onid.orst.edu>>
> wrote:
>
> Access to graphs will be poor unless the student has some kind of tactile
> representation.  I believe that everybody on this list will agree with
> that
> statement.  However not every blind person can understand tactile
> graphics,
> so before doing anything else, this is a topic that you need to discuss
> with
> him.  If he is among the very small number of blind people who are
> comfortable with tactile graphics, then you need to purchase some
> equipment
> to make them, and there are many possibilities.  If he is not comfortable
> with reading tactile, then my recommendation is to make audio tactile
> graphics copeies for him, because most people can read tactile copy if
> there
> is good audio to accompany it.  Full disclosure: my company, ViewPlus, is
> the pioneer in this technology, so if you do this, you'll be buying from
> ViewPlus.
>
> So please, before this discussion goes on into myriad detail, you need to
> have the conversation with your student.  And for my own benefit, I'd
> like
> to know why this topic has not already come up.  Learning about graphs
> only
> when they appear on a test is kind of late.
>
> John Gardner
>
>
>
> -----Original Message-----
> From: Blindmath [mailto:blindmath-bounces at nfbnet.org] On Behalf Of Sandra
> Dietle
> Sent: Tuesday, March 11, 2014 7:01 AM
> To: blindmath at nfbnet.org<mailto:blindmath at nfbnet.org>
> Subject: [Blindmath] help
>
> Hello,
> This is my first time to post to this list-serv as I only recently knew
> it
> existed.  I am new to the field of disabilities having been in this
> position
> a little over a year.  Here is my problem:
>
> I have a blind student taking Math 099.  He comes to my office and I read
> the test to him.  Today the instructor brought me a test and it's on
> graphs,
> and axes, and slopes of lines, x & y intercepts, etc...  I have no idea
> how
> to read this test to this student!!   Is this even a reasonable test for
> this student?  Any ideas on how I can help him?
>
> I announced in class for a student worker to help him but nobody
> volunteered.
>
> We have in our library tutors who help him with assignments but they
> don't
> have the time to read a test to him as they are helping other students.
>
> We have JAWS, Openbooks, and a Pearl reading solution on a computer in
> our
> library.  I was wondering if this is capable of reading tests to him?
>
> Thanks for any assistance.
>
> Sandy
>
>
> Attention Students-
> For up-to-date enrollment and financial aid information, please monitor
> your
> LoLA account<https://my.lctcs.edu/cp/home/displaylogin> regularly.
>
> Sandy Dietle, LPC
> Director of Counseling and Disability Services
> 7500 Millhaven Road
> Monroe, Louisiana  71203
> 318-345-9152
> Fax 318-345-9087
> Staying Connected . . . . in 2013
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