[nabs-l] 10 Best Tips for Professors

[Sarah Jevnikar]

Yes - singling out is a no-no for sure, unless the student suggests/requests
it. I have never heard of it before, but it's probably worth including.
Also, speaking to the student about their needs rather than to the office
for persons with disabilities is paramount. Although this office is a good
resource, and will help with logistical things, they don't know the
student/their needs like the student does.
Submitting reading lists/titles of textbooks immediately when requested is
essential. I am under the impression/belief that failure to do this was the
reason why I am only receiving textbooks now, at mid-terms. This is
unacceptable and profs/teachers need to know the potentially long time it
takes for books to be transcribed into Braille or another alternate format.
Submitting handouts/tests early to a transcriber is essential as well.
Having equal expectations for blind/visually impaired students as any other
student is essential. On the same card it is not fair for a blind student to
have to complete an assignment on observing the stars, for example, without
some kind of modification. So creativity must be used in teaching visually
impaired or blind students, especially when teaching visual concepts such as
colour, reflection of light, or other things blind students have never
experienced.
Don't be afraid of teaching a blind/visually impaired student either. They
will enrich your teaching, and many other students often benefit from the
modifications teachers make in order to teach someone with a visual
impairment, or any other special need.
Thank you for reading this, and I hope it helps the website.
Sarah


-----Original Message-----
From: nabs-l-bounces at nfbnet.org [mailto:nabs-l-bounces at nfbnet.org] On Behalf
Of Joe Orozco
Sent: Wednesday, October 29, 2008 12:17 AM
To: Arizona Students; 'California Students'; Colorado Center; 'Colorado
Students'; Florida Students; 'Illinois Students'; 'Kansas Students';
Kentucky Students; Louisiana Students; Michigan; Minnesota Students;
Missouri; National; Nebraska; New Hampshire Students; New Jersey Students;
'North Carolina Students'; Ohio; Pennsylvania; Presidents; TABS Students;
Tennessee Students; 'Utah Students'; Virginia Students
Subject: [nabs-l] 10 Best Tips for Professors

Hello all,

Thank you for the excellent feedback of this past week regarding the best
tips for up and coming high school students.  I'll be compiling all your
e-mails into a document for the NABS board's approval.  The document will
then be made available with the launch of the web site.

You guys had a number of excellent thoughts.  I'm trusting your guidance
will continue this week as we turn to professors.  If a document could be
drafted to be made available to teachers and professors, how would it read?
What would the top ten pieces of advice be for faculty members regarding
blind students?  Ultimately, we'd all like to be treated equally, but break
it down for those individuals who may be completely afraid to deal with
something they may never have conceived of before.

My advice, to get things started:  Do not single out the blind kid in class.
No one likes to have the spotlight shined on them for being exceptionally
smart or exceptionally, special.  No one wants to hear about Charlie and how
Charlie is blind and how Charlie will need buddies to get some of the work
done.  Can you tell I have firsthand knowledge?

Anyway, no doubt you'll have better ideas.  Send them in, on list or
off-list.  You're helping create what will be useful, downloadable tip
sheets of use to a diverse audience.  We're counting on you!

Best,

Joe Orozco

"Be ashamed to die until you have won some victory for humanity."--James M.
Barrie


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