[Blindmath] help

Wed Mar 12 00:23:04 UTC 2014

Correction:  I meant to write, "How did this student get his far without
the knowledge ..."

SM

On Tue, Mar 11, 2014 at 8:22 PM, Susan Mooney <susanannemooney at gmail.com>wrote:

> 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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>
>
>
> --
> Be Here now.  Be someplace else later.  Is that so complicated? (Zen
> Judaism)
>  <http://www.goodreads.com/author/show/875661.Rumi>
>
>

-- 
Be Here now.  Be someplace else later.  Is that so complicated? (Zen
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 <http://www.goodreads.com/author/show/875661.Rumi>