[Blindmath] Large Print Strategies for High School student in on level MAth

Sun Feb 8 18:00:55 UTC 2015

Mary,
Wow, he is a senior now.  They sure do grow up fast now.  I know my niece
blew through high school in what I thought was four weeks and college was
about six months.  when she picked me up for lunch last week, I had totally
forgotten that she was twenty-five and has been teaching first grade for
three years.

>Once He got College Board approval - the school was easy.  Until the CB
>approval, there 	was always someone in the school who felt it might
>give him an unfair advantage to use a reader.
This never ceases to amaze me.  How do they think they are giving us any
unfair advantage?  With all the additional crap we go through to get an
education, the only way they can give you an unfair advantage is to give you
the answers to the questions.  By the way, that won't be helping you anyway,
because you actually do need to know how to get the answer!

-----Original Message-----
From: Blindmath [mailto:blindmath-bounces at nfbnet.org] On Behalf Of Mary
Woodyard via Blindmath
Sent: Sunday, February 08, 2015 12:00 PM
To: blindmath at nfbnet.org
Subject: [Blindmath] Large Print Strategies for High School student in on
level MAth

My son is a High School Visually Impaired senior taking Math IV which for
him is Precalculus.  The teaching style is powerpoints, interactive white
boards and regular white boards.  He had multiple Math strategies - many of
which have been mentioned already.  Here are some others:

	1)  When possible, his teacher uses manipulatives to reinforce
concepts like 3D shapes and 3d graphing.  

	2)  His large print work is spaced out to reduce his need to
transfer information across multiple pages so that he can do the work right
next to the graph 	or geometrical figure that the different Math levels
have required.

	3)  Although he does not use Nemeth, at some points of Geometry,
tactile graphics were added to figures if there was a 3d component - like a
center 	point that was raised that sighted students might visually discern.
I believe his TVI used puff paint for this.  Also, she used Puff Paint for
the times when 	triangles would inscribe in circles

	4)  This year's TVI does not like Puff Paint - so I asked if a unit
was really graphic why they could not email the PDF to one of our school
district's embossers and get embossed graphics for some of the figures for
him to tactually follow.  Although, he has not needed it yet - this is
something that could be done.  He does not need an embosser on site from
what I understand.  I was concerned about the unit circles - but he seems to
be doing fine with them.  His TVI said that circle would not emboss well
anyway.

	5)  He has used accessible Scientific and Graphing calculators with
mixed results.  The Orion Scientific graphing calculator used different
keystrokes than the regular TI SX 30 so the teacher only really helped him
learn the functions when he truly could not do it with the TISX30 under a
CCTV.  For instance, adding together long strings of fractions.  The
accessible TI 84 has been very useful for some operations and he is
currently using it easily with his teacher because the keystrokes are the
same.  However a few of the operations have not been added into the
operations yet (like shadings and inequalities) and when he got to those
units - because the Accessible TI 84 could not do them, I bought the color
one and he used that instead.  He found the contrast there to be helpful.
However, he chooses the graphing calculator by the operation.  Interestingly
the teacher felt that he would do better with an emulator on the computer
than a calculator - but this caused a political ruckus in the school - so he
just stuck with the calculators.  She was concerned that the visual
transferring from the top of the calculator to the bottom of the calculator
to the problem was making him have errors that would have been avoided with
an emulator.

	6)  Of course he gets extended time for tests if he needs it

	7)  He will usually use a sharpie with a contrasting color to do his
works or graphs - so if the graph is bolded in black - he will probably use
red or blue to do 	the work in the enlarged space.

	8)  Most importantly we got approval from College Board to use
Screen Readers and Human Readers for the tests. This allows him to catch any
mistakes 	he might have made with the numbers of letters reading them.
Once He got College Board approval - the school was easy.  Until the CB
approval, there 	was always someone in the school who felt it might
give him an unfair advantage to use a reader.

	9)  He can ask for "Guided Copies" of the notes which have the
problem steps filled in if he wants them.  It really depends on the unit as
to wether he fills it in himself or gets the guided notes.  He learns more
when he listens verses taking notes himself.  HE also uses his IPAD to take
pictures of the board or his homework assignments.  In addition, he can
download the powerpoint to his notebook and follow along as it is taught or
use his CCTV to follow along.

	10)  HE will choose the type of graph paper he is going to need for
each type of problem as the unit starts by communicating with his teacher.

Really the better the communication between the Math teacher and my son -
the better they do.  He has a para that is responsible for preparing some
materials - but this year's Math teacher seems to prefer to do it herself
which works for all of them (para included).  In high school, if the student
with an IEP is telling the teacher they need something and not getting it -
there is a bigger problem going on than the Math.  He does have a Math tutor
and also goes in for extra help with his Math teacher when he needs it.
Most students (sighted included) go in for extra help.

Mary

-----Original Message-----
From: Blindmath [mailto:blindmath-bounces at nfbnet.org] On Behalf Of
blindmath-request at nfbnet.org
Sent: Sunday, February 08, 2015 7:00 AM
To: blindmath at nfbnet.org
Subject: Blindmath Digest, Vol 103, Issue 7

Send Blindmath mailing list submissions to
	blindmath at nfbnet.org

To subscribe or unsubscribe via the World Wide Web, visit
	http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
or, via email, send a message with subject or body 'help' to
	blindmath-request at nfbnet.org

You can reach the person managing the list at
	blindmath-owner at nfbnet.org

When replying, please edit your Subject line so it is more specific than
"Re: Contents of Blindmath digest..."

Today's Topics:

   1. Re: Moodle (Sean Tikkun)
   2. Re: Looking for a particular type of person to ask questions
      (Sean Tikkun)
   3. Strategies for Visually Impaired Students (Sharon Clark)
   4. Re: Strategies for Visually Impaired Students (Suzanne Germano)
   5. Re: Strategies for Visually Impaired Students (Sarah Clark)

----------------------------------------------------------------------

Message: 1
Date: Sat, 07 Feb 2015 09:01:06 -0600
From: Sean Tikkun <jaquis at mac.com>
To: Anita Campbell <anita.campbell at msab.state.mn.us>,	Blind Math list
	for those interested in mathematics <blindmath at nfbnet.org>
Subject: Re: [Blindmath] Moodle
Message-ID: <9CF64865-223B-4328-BAAB-40F387EBBBA7 at mac.com>
Content-Type: text/plain;	charset=utf-8

I am currently preparing an on-line course for UEB. We have chosen Moodle as
the Learning Management System and I have always found the core code for
elements very accessible. This doesn?t stop people from placing elements in
the course that are less so, but the environment is quite good. This also
never changes the frustration of adjusting to each instructors personal
approach to laying out a course. As a result it never hurts to request early
access for orientation.

Sean Tikkun
Fellow, National Leadership Consortium in Sensory Disabilities Northern
Illinois University

stikkun at niu.com

> On Feb 6, 2015, at 3:40 PM, Anita Campbell via Blindmath
<blindmath at nfbnet.org> wrote:
> 
> Is Moodle for online courses accessible? Many schools are using Moodle 
> for their syllabus and course work.
> 
> 
> 
> "The best and most beautiful things in the world cannot be seen nor 
> even touched, but just felt in the heart." -Helen Keller
> 
> 
> 
> Anita Campbell
> 
> Minnesota State Academy for the Blind
> 
> Teacher for the Blind/Visually Impaired
> 
> 507-384-6716
> 
> anita.campbell at msab.state.mn.us
> 
> 
> 
> 
> 
> _______________________________________________
> Blindmath mailing list
> Blindmath at nfbnet.org
> http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
> To unsubscribe, change your list options or get your account info for
Blindmath:
> http://nfbnet.org/mailman/options/blindmath_nfbnet.org/jaquis%40mac.co
> m BlindMath Gems can be found at 
> <http://www.blindscience.org/blindmath-gems-home>

------------------------------

Message: 2
Date: Sat, 07 Feb 2015 11:05:09 -0600
From: Sean Tikkun <jaquis at mac.com>
To: Amanda Lacy <lacy925 at gmail.com>, Blind Math list for those
	interested in	mathematics <blindmath at nfbnet.org>
Subject: Re: [Blindmath] Looking for a particular type of person to
	ask questions
Message-ID: <7E2A595E-0976-4713-8E44-CAC49257D534 at mac.com>
Content-Type: text/plain;	charset=utf-8

I?m no expert, but?.

	Sabra, I see your frustrations and I think a piece of it is derived
from the idea that Mathematical information is knowledge. I refute this and
teach math as a skill personally. It must be practiced, and practiced well.
Poor or wandering practice does not develop the skill. For myself in my
undergraduate studies I lost my ability to keep up in mathematics courses
around the high 300?s and all 400?s. I could follow proofs in class and take
meticulous notes, but not do them myself and hardly make sense of what my
notes taught me. I was looking for an algorithm and had not realized that I
was being taught a method of problem solving. 
	The greatest challenge in math using braille is the presentation of
material. Followed quickly by the time to perceive material. Equations used
in class must be acquired before the day of the lecture, so you can read
them, and potentially rewrite in a way that works for you. It is not
valuable to do this on the fly in class, and takes some of your attention
away from the lecture. For a sighted student this same ?distraction? occurs,
but the amount of time to align and copy an equation is far less and they
have the added benefit of seeing steps unfold even as they are looking one
line away. Their eyes catch this and make it easier to understand when they
get there. 
	The challenge in math is that the language has been designed and
refined for efficiency in visual presentation and organization. Although
functional when read tactually, it does lose some of its efficiency and
support for learning.

Sean

> On Feb 6, 2015, at 11:52 AM, Amanda Lacy via Blindmath
<blindmath at nfbnet.org> wrote:
> 
> Hi Tim,
> 
> I just wanted to add that I found your last message interesting for 
> two reasons: First, I've always found programming easy to understand 
> while mathematical proofs often remind me of extremely long run-on 
> sentences. If my fingers lose their place in that equation that spans
> 7 lines, I'm finished. Second, this is the first semester where I'm 
> required to program with a partner, and I'm struggling to wrap my mind 
> around how we will communicate. I think your comments were useful.
> 
> Amanda
> 
> On 2/6/15, Tim in 't Veld via Blindmath <blindmath at nfbnet.org
<mailto:blindmath at nfbnet.org>> wrote:
>> Hi Sabra,
>> Yes I agree, tutoring works much better for me than traditional 
>> lectures. That's also why an interactive lecturing style (where I 
>> answer a lecturer's questions and then we effectively engage in a 
>> discussion) works that well for me I think.
>> 
>> If someone tells you "the airplane makes a triangle", he forces you 
>> to visualize that triangle (unless he gives you a tactile image). I 
>> can visualize a triangle to some extent, but just explaining the 
>> visuals probably won't make a blind student understand the issue 
>> better. It's a whole different way of thinking about a problem, I 
>> might understand the problem if the person explaining to me was 
>> taking the effort to really put what is happening in words rather than
using the graphical metaphor.
>> So like "the plane's lift counteracts the gravity and this keeps it 
>> in the air" rather than "there's an arrow under the plane and an 
>> arrow above the plane; the arrows have equal length and direction" 
>> (that latter statement is already more verbal than the way many 
>> sighted physicians would view this issue).
>> 
>> You seem to be saying you can grasp programming more easily than 
>> mathematics. That also applies to me. I think that's because 
>> programming can be viewed as a "conceptual linguistic" exercise where 
>> as mathematics is a symbolic exercise which requires me to have at 
>> least a two dimensional overview of the text. A programming language 
>> is linear and quite abstract by definition and doesn't involve 
>> 'strange symbols'. That goes much better with a linear working style than
mathematical formulae.
>> If I translate a mathematical formula into an imperative programming 
>> language, I'm essentially describing the problem in words or 
>> instructions if you will. The program tells me exactly what I need to 
>> do in a textual manner.
>> 
>> A good chess player has a mental image of his board and can 
>> essentially play blind. The only successful blind mathematicians are 
>> those whose skills are so good that they can work out problems in 
>> their head and have the motivation to put inordinate amounts of time 
>> into grasping a formula. I'm quite an effective programmer because I 
>> have a mental overview of my program. When something goes wrong, I 
>> can quickly recall the bits of code which could cause the issue and 
>> do a focused investigation. In general I quickly link issues to one 
>> another, an essential skill when debugging code (but maybe also 
>> keeping me from having the necessary focus to solve a complicated
equation).
>> 
>> In (IT) consultancy assignments, there's a tendency to draw fancy 
>> diagrams and say "it works like that". How it actually works remains 
>> unspoken. The assumption that the other party understands the whole 
>> situation based on the diagram might be flawed. When I'm involved in 
>> an assignment, I force people to put matters into words by asking 
>> questions until I have a high level mental overview of the matter 
>> under investigation. During this "forced interview" (which does take 
>> more time than sketching a diagram) I can often infer things about 
>> the world that would probably not pop up if we just sketch a diagram. 
>> That has the advantage of bringing up unspoken issues and assumptions  
>> which would remain unspoken if the problem is discussed visually, 
>> this can result in a more effective consultancy process and a better
outcome.
>> 
>> Tim
>> On 2/6/2015 4:46 AM, Sabra Ewing wrote:
>>> Another reason I was curious about this is because in my last 
>>> programming class, I learned a lot from being in the class. Of 
>>> course, I still had to learn things at home, but I got a lot out of 
>>> being in class as well. I knew what things I should study in more 
>>> detail once I was at home.and the programming class I am currently 
>>> in no, I don't get anything out of being there just like for math.no 
>>> that situation is a little bit different, because for some reason I 
>>> am able to learn program by studying myself so I can still keep up 
>>> and do my labs and things even know I don't get anything out of the 
>>> lectures.The reasons behind things have always interested me, so I 
>>> wanted to know why I would've gotten so much out of my last class, 
>>> but not as much out of this class.if I could figure out the 
>>> difference, I could figure out what helps me learn things the best. 
>>> Even if I still can't ever get things out of the class,this 
>>> knowledge might help me in tutoring or it might help me find books 
>>> and materials that I could more easily understand. I could know what 
>>> to look for to know which things would work for me better.if I could 
>>> find a patternconcerning what information I am missing for each one 
>>> of my math classes that makes it hard for me to learn the material 
>>> in class, I could know better what types of questions to ask.also, 
>>> if I knew what the exact problem was, I could be on the lookout and 
>>> know exactly when it starts to happen so it doesn't feel like I just 
>>> sit down and then I am lost somehow. Maybe even if you had a bad 
>>> presenter, you could ask questions that would force that person to 
>>> give you the information that you need. I'm not trying to suggest 
>>> that anyone is intentionally withholding information, but even if 
>>> they are presenting things unconsciously in a way that makes it 
>>> difficult to get the information, you could ask something so that 
>>> they would have to give the information more clearly. HoweverI don't 
>>> know how this would be done.for example, I tried to ask a question 
>>> in my class about a homework problem that involved a plane flying in 
>>> the air. Now it understand it because I went to tutoring, but back 
>>> then, all I knew was that this plane flying was supposed to make a
triangle, but I didn't know how.I asked my professor how it was supposed to
make a triangle and I got an answer to my question, but I still didn't know
how it makes a triangle.
>>> 
>>> Sabra Ewing
>>> 
>>>> On Feb 5, 2015, at 9:34 PM, Sabra Ewing <sabra1023 at gmail.com> wrote:
>>>> 
>>>> So it might not be possible for me to get very much out of a 
>>>> lecture then.i'm not actually looking for details. I was just 
>>>> looking for basic big picture outlines of topics. But I feel like 
>>>> when I go to class the other students get those things and I 
>>>> don't.I probably can't ask my professor to go slower.maybe it might 
>>>> help if we actually did work on problems in class. I had a teacher 
>>>> last semester where for part of the class we worked on problems in 
>>>> groups to see if he understood it and that was helping until he 
>>>> kept pairing me with someone who couldn't speak any English.well, 
>>>> she could speak some English, but not well enough for me to 
>>>> understand.but most professors don't do that. They are convinced 
>>>> that the traditional lecture style is the most helpful and they are 
>>>> going to stay with that.I do wish I could get more out of my class 
>>>> while I'm actually in class, but I guess that won't be possible 
>>>> unless the structure of the class inherently changes, and that 
>>>> won't happen.I am glad that I have tutoring to help me learn the 
>>>> concepts so I can still take the course without getting things from 
>>>> the class, but I do think it's sad.honestly, I get so little out of my
class that if I missed it, it wouldn't really affect me much, but if I
missed tutoring, it would set me back a lot.
>>>> 
>>>> Sabra Ewing
>>>> 
>>>>> On Feb 5, 2015, at 9:19 PM, Tim in 't Veld <tim at dvlop.nl> wrote:
>>>>> 
>>>>> Hi Sabra,
>>>>> Might you not getting anything out of lectures be due to 
>>>>> (over)reliance on slides / the blackboard?
>>>>> Many presenters, especially on mathematical or technical topics, 
>>>>> will say things like "now, we have this formula here... then we 
>>>>> subtract that variable to get that formula there ..."
>>>>> A bad presentation style. Not just because you exclude blind 
>>>>> participants, but mainly because you go over the material way too 
>>>>> fast and are bound to  lose your sighted audience as well (if they 
>>>>> fall asleep they will close their eyes, then we at least have a 
>>>>> level playing field in the lecture room).
>>>>> But that sighted audience could read your slides and get a grasp 
>>>>> of what you're saying no matter how bad your presentation style or 
>>>>> mastery of English actually is.
>>>>> 
>>>>> Good presenters don't need slides or notes. They interact with 
>>>>> their audience. Just as Jonathan (one of the best presenters I 
>>>>> know) commented. A presentation is for the high level overview, it 
>>>>> is not suited to fully cover all the detail which is in the 
>>>>> lecture notes / book.
>>>>> 
>>>>> In mathematics lectures you do need a blackboard sometimes, so it 
>>>>> is incredibly hard for blind students or professors to be 
>>>>> effective in mathematical group lectures. Still having a good 
>>>>> presenter does make a huge difference.
>>>>> 
>>>>> I'm not yet a very experienced presenter, but when I present I 
>>>>> preferably present slideless (I sometimes make slides because 
>>>>> people demand that, but never more than 4 - 5 short phrases per 
>>>>> slide and never more than one slide per 2 - 3 minutes). I know my 
>>>>> material so well that I can present it from memory (in a more or 
>>>>> less improvised style based on a rough planning I have for the 
>>>>> presentation). If I don't know the topic I'm presenting inside 
>>>>> out, I have no right to bother people with my words.
>>>>> 
>>>>> Another important point is to avoid monologues. Always open your 
>>>>> presentation with a question, and ask the audience for input at 
>>>>> several points during the presentation (just saying 'you can ask 
>>>>> questions at any time' will not do). I guess many people hate 
>>>>> this, I usually have the front row of any lecture room to myself. 
>>>>> For some reason most students prefer withdrawing to the backmost 
>>>>> row and focusing on their smartphone in devote silence. 
>>>>> Regrettably, some professors (and most student presenters) 
>>>>> accommodate them by rushing through 2 overfilled slides per minute 
>>>>> in broken English. Fortunately most professors in my master 
>>>>> program are good lecturers, and being part of the very small group 
>>>>> which actually responds when they involve their audience really helps
me grasp the material.
>>>>> 
>>>>> Tim
>>>>> 
>>>>>> On 2/6/2015 1:55 AM, Sabra Ewing via Blindmath wrote:
>>>>>> I'm not expecting a 100% grass. I'm expecting a good enough grass 
>>>>>> though to get started learning outside of class. Sometimes I 
>>>>>> leave class with a 0% grasp on the material. Somehow, I was 
>>>>>> paying attention, but I didn't learn anything.this even happens when
I ask questions.
>>>>>> Even though I remember the answers to my questions,and I remember 
>>>>>> what went on in the class, I can't do the problems. I don't know 
>>>>>> why this is though. I can literally played back the entire class 
>>>>>> in my head.I even tried recording a class before and listening 
>>>>>> again, but it didn't help because I already remembered everything 
>>>>>> that happened anyways. I didn't get anything off of the recording 
>>>>>> that I didn't remember.so if I pay attention, remember everything 
>>>>>> that happens, and ask questions, why can't I do the problems 
>>>>>> until I go to tutoring?it would be good if in tutoring I could 
>>>>>> ask questions about what I already learned instead of having to learn
everything from scratch.
>>>>>> 
>>>>>> Sabra Ewing
>>>>>> 
>>>>>>> On Feb 5, 2015, at 6:45 PM, Sean Whalen 
>>>>>>> <nabs.president at gmail.com>
>>>>>>> wrote:
>>>>>>> 
>>>>>>> In my experience, and I think this is broadly true, much of the 
>>>>>>> learning of these concepts comes with practice and discussion 
>>>>>>> outside of class. I view the class as a first pass at the 
>>>>>>> information, but I don't think most sighted students are walking 
>>>>>>> out of the classroom with a 100% grasp on the material.
>>>>>>> In various economics and statistics classes that I have taken, 
>>>>>>> when the professor has done well to read the board and describe 
>>>>>>> key graphical concepts, I have left the room understanding the 
>>>>>>> material better than many of the other students in the class. I 
>>>>>>> haven't used tutors, but sitting down with classmates to work 
>>>>>>> through problem sets has been when I really felt that I was 
>>>>>>> gaining a firm handle on the content.
>>>>>>> 
>>>>>>> Sean
>>>>>>> 
>>>>>>> -----Original Message-----
>>>>>>> From: Blindmath [mailto:blindmath-bounces at nfbnet.org] On Behalf 
>>>>>>> Of Sabra Ewing via Blindmath
>>>>>>> Sent: Thursday, February 05, 2015 7:40 PM
>>>>>>> To: Blind Math list for those interested in mathematics
>>>>>>> Subject: Re: [Blindmath] Looking for a particular type of person 
>>>>>>> to ask questions
>>>>>>> 
>>>>>>> When I say benefit fully, I mean you as a blind student got at 
>>>>>>> least what one average cited student would get out of the class. 
>>>>>>> If you were in a higher level math course, for example algebra 
>>>>>>> two and beyond or college algebra and beyond, with other blind 
>>>>>>> students,I would also be curious to know what the format of 
>>>>>>> those classes are and how they work. What do they do instead of 
>>>>>>> just making everybody look at a board because they can't.or if 
>>>>>>> you were a teacher and you would be expected to teach a higher 
>>>>>>> level math course two blind students, how would you do it or how 
>>>>>>> did you do it in the past?I am curious because when I work 
>>>>>>> one-on-one with a tutor, I can learn a lot, but in the class, I 
>>>>>>> can't, and I really want to learn more from being in a classroom 
>>>>>>> setting.I have had teachers verbalize what is on the board and 
>>>>>>> give me problems and graphs to look at in class, but it hasn't 
>>>>>>> helped and I don't know why.I know it is not a problem with my 
>>>>>>> learning because I can learn it if someone teaches it to me 
>>>>>>> outside of class.I want to actually learn from being inside my 
>>>>>>> classroom instead of wishing it would be over and just learning 
>>>>>>> everything outside of class at tutoring. I know this is 
>>>>>>> possible, but I don't know what it would take for it to happen. 
>>>>>>> So I have to figure out what it would take, and then how that 
>>>>>>> could work within the confines of the educational system that my 
>>>>>>> college has.
>>>>>>> 
>>>>>>> Sabra Ewing
>>>>>>> 
>>>>>>>> On Feb 5, 2015, at 5:26 PM, Sabra Ewing <sabra1023 at gmail.com>
wrote:
>>>>>>>> 
>>>>>>>> I am looking for someone who was successful at learning higher 
>>>>>>>> level math
>>>>>>> courses in a high school or college settingwith in the confines 
>>>>>>> of the class. If you got tutoring outside of class, that is 
>>>>>>> fine, but I am looking for someone who actually went to a math 
>>>>>>> class and benefited fully from it rather than solely relying on 
>>>>>>> outside help.if you taught a blind student who you felt 
>>>>>>> benefited fully from your class, I am interested in hearing from 
>>>>>>> you as well.I want to know what happened inside the class to 
>>>>>>> make you benefit from it. What strategies did you use as the 
>>>>>>> teacher for the teacher use that you found effective as the 
>>>>>>> student?did the structure of the class change to be more 
>>>>>>> interactive for all of the students? If so, how? Is it possible 
>>>>>>> for a blind student to fully benefit from a math class the way 
>>>>>>> decided student would without changing the inherent structure of 
>>>>>>> the way the school teaches?let's assume a traditional lecture 
>>>>>>> teaching style here.also, what is it about a math class that 
>>>>>>> makes it hard for you to get things from it?apart from 
>>>>>>> verbalizing things on the boardis there anything you ask a 
>>>>>>> teacher to do when you weren't getting something out of a class 
>>>>>>> that was successful?also, could you please provide specific 
>>>>>>> concrete examples rather then abstract statements? Thank you.
>>>>>>>> Sabra Ewing
>>>>>>> _______________________________________________
>>>>>>> Blindmath mailing list
>>>>>>> Blindmath at nfbnet.org
>>>>>>> http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
>>>>>>> To unsubscribe, change your list options or get your account 
>>>>>>> info for
>>>>>>> Blindmath:
>>>>>>> http://nfbnet.org/mailman/options/blindmath_nfbnet.org/nabs.pres
>>>>>>> ident%40gmai
>>>>>>> l.com
>>>>>>> BlindMath Gems can be found at
>>>>>>> <http://www.blindscience.org/blindmath-gems-home>
>>>>>> _______________________________________________
>>>>>> Blindmath mailing list
>>>>>> Blindmath at nfbnet.org
>>>>>> http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
>>>>>> To unsubscribe, change your list options or get your account info 
>>>>>> for
>>>>>> Blindmath:
>>>>>> http://nfbnet.org/mailman/options/blindmath_nfbnet.org/tim%40dvlo
>>>>>> p.nl
>>>>>> BlindMath Gems can be found at
>>>>>> <http://www.blindscience.org/blindmath-gems-home>
>>>>> 
>> 
>> 
>> 
>> _______________________________________________
>> Blindmath mailing list
>> Blindmath at nfbnet.org
>> http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
>> To unsubscribe, change your list options or get your account info for
>> Blindmath:
>> http://nfbnet.org/mailman/options/blindmath_nfbnet.org/lacy925%40gmai
>> l.com 
>> <http://nfbnet.org/mailman/options/blindmath_nfbnet.org/lacy925%40gma
>> il.com>
>> BlindMath Gems can be found at
>> <http://www.blindscience.org/blindmath-gems-home 
>> <http://www.blindscience.org/blindmath-gems-home>>
>> 
> 
> _______________________________________________
> Blindmath mailing list
> Blindmath at nfbnet.org <mailto:Blindmath at nfbnet.org> 
> http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org 
> <http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org>
> To unsubscribe, change your list options or get your account info for
Blindmath:
> http://nfbnet.org/mailman/options/blindmath_nfbnet.org/jaquis%40mac.co
> m 
> <http://nfbnet.org/mailman/options/blindmath_nfbnet.org/jaquis%40mac.c
> om> BlindMath Gems can be found at 
> <http://www.blindscience.org/blindmath-gems-home 
> <http://www.blindscience.org/blindmath-gems-home>>

------------------------------

Message: 3
Date: Sat, 7 Feb 2015 13:57:39 -0500
From: "Sharon Clark" <sharonjackson03 at comcast.net>
To: <blindmath at nfbnet.org>
Subject: [Blindmath] Strategies for Visually Impaired Students
Message-ID: <002301d04307$f62b76a0$e28263e0$@comcast.net>
Content-Type: text/plain;	charset="us-ascii"

Hello,

What are some strategies that a student using large print can implement to
assist in proofreading their math work?  I have thought about increasing the
contrast by using bold-lined paper that's black and yellow; possibly having
the student using bold-lined graphing paper to ensure they keep columns,
etc., but other suggestions would be useful.

Thank You, 

Sharon 

------------------------------

Message: 4
Date: Sat, 7 Feb 2015 12:08:53 -0700
From: Suzanne Germano <sgermano at asu.edu>
To: Sharon Clark <sharonjackson03 at comcast.net>, 	Blind Math list for
	those interested in mathematics <blindmath at nfbnet.org>
Subject: Re: [Blindmath] Strategies for Visually Impaired Students
Message-ID:
	<CAF=_avdjaK=07KownHAkTBjOSO0xDg_uVUp+3ASDppndkXDeVA at mail.gmail.com>
Content-Type: text/plain; charset=UTF-8

I use large print and for math, personally,  I prefer no lines on the paper.
I am a computer science student so several of math courses.

For tests I have DRC large print my test plus I have the CCTV since their
large print isn't usually large enough for math. I use blank paper to do my
work.

Suzanne

On Sat, Feb 7, 2015 at 11:57 AM, Sharon Clark via Blindmath <
blindmath at nfbnet.org> wrote:

> Hello,
>
>
>
> What are some strategies that a student using large print can 
> implement to assist in proofreading their math work?  I have thought 
> about increasing the contrast by using bold-lined paper that's black 
> and yellow; possibly having the student using bold-lined graphing 
> paper to ensure they keep columns, etc., but other suggestions would 
> be useful.
>
>
>
> Thank You,
>
> Sharon
>
> _______________________________________________
> Blindmath mailing list
> Blindmath at nfbnet.org
> http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
> To unsubscribe, change your list options or get your account info for
> Blindmath:
> http://nfbnet.org/mailman/options/blindmath_nfbnet.org/sgermano%40asu.
> edu
> BlindMath Gems can be found at <
> http://www.blindscience.org/blindmath-gems-home>
>

------------------------------

Message: 5
Date: Sat, 7 Feb 2015 11:21:54 -0800
From: "Sarah Clark" <sarah at sarahaclark.com>
To: "Sharon Clark" <sharonjackson03 at comcast.net>,	"Blind Math list for
	those interested in mathematics"	<blindmath at nfbnet.org>
Subject: Re: [Blindmath] Strategies for Visually Impaired Students
Message-ID: <15AEAEB3E9B54B21A03D50DCEC6AC82D at MacBook>
Content-Type: text/plain; format=flowed; charset="iso-8859-1";
	reply-type=original

I had eye surgery in the middle of my junior year of high school (in the
middle of Algebra 2), which greatly impacted my sight for a few months
during recovery. My sister-in-law, who is a teacher, helped me with
completing my work during this time until my sight returned.

I used a thin black marker to write. Early on, she would copy the math
problems onto paper for me using the black marker, and to help me see the
lines on paper, she would use a marker to bolden the lines on standard
notebook paper. I could not easily write small enough to fit on a single
line, so she bolded every other line so I was able to write larger. Writing
math homework using this method got a little cluttered at times from
sometimes having to cross out, etc, but I was one of those kids who always
did my math homework in pen anyway, so it wasn't too bad.

Sarah

----- Original Message -----
From: "Sharon Clark via Blindmath" <blindmath at nfbnet.org>
To: <blindmath at nfbnet.org>
Sent: Saturday, February 07, 2015 10:57 AM
Subject: [Blindmath] Strategies for Visually Impaired Students

> Hello,
>
>
>
> What are some strategies that a student using large print can implement to
> assist in proofreading their math work?  I have thought about increasing 
> the
> contrast by using bold-lined paper that's black and yellow; possibly 
> having
> the student using bold-lined graphing paper to ensure they keep columns,
> etc., but other suggestions would be useful.
>
>
>
> Thank You,
>
> Sharon
>
> _______________________________________________
> Blindmath mailing list
> Blindmath at nfbnet.org
> http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
> To unsubscribe, change your list options or get your account info for 
> Blindmath:
>
http://nfbnet.org/mailman/options/blindmath_nfbnet.org/sarah%40sarahaclark.c
om
> BlindMath Gems can be found at 
> <http://www.blindscience.org/blindmath-gems-home> 

------------------------------

Subject: Digest Footer

_______________________________________________
Blindmath mailing list
Blindmath at nfbnet.org
http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
BlindMath Gems can be found at
<http://www.blindscience.org/blindmath-gems-home>

------------------------------

End of Blindmath Digest, Vol 103, Issue 7
*****************************************

_______________________________________________
Blindmath mailing list
Blindmath at nfbnet.org
http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org
To unsubscribe, change your list options or get your account info for
Blindmath:
http://nfbnet.org/mailman/options/blindmath_nfbnet.org/vincent.martin%40gate
ch.edu
BlindMath Gems can be found at
<http://www.blindscience.org/blindmath-gems-home>