[nabs-l] In class assignments and popquizzes

Wed Sep 4 01:50:45 UTC 2013

Hi Suzanne and all,

If you are allowed to talk with classmates about your answers, why not
have the quiz sent to you before class, then bring it with you to
class and discuss with other students? Or, is there a way you can use
a program like ZoomText to enlarge the electronic text so you can see
it on your laptop?

Arielle

On 9/3/13, justin williams <justin.williams2 at gmail.com> wrote:
> Tell the disability office and see what they say.
>
> -----Original Message-----
> From: nabs-l [mailto:nabs-l-bounces at nfbnet.org] On Behalf Of Suzanne
> Germano
> Sent: Tuesday, September 03, 2013 5:28 PM
> To: National Association of Blind Students mailing list
> Subject: Re: [nabs-l] In class assignments and popquizzes
>
> I agree. She would not give me a reason which leads me to believe she is
> just lazy and does not want to do anything extra.
>
>
> On Tue, Sep 3, 2013 at 2:24 PM, Sophie Trist
> <sweetpeareader at gmail.com>wrote:
>
>> Suzanne, I don't believe that what your professor is doing is fair to
>> you.
>> Besides the loss of peer and professor interaction, you lose valuable
>> time in class. This causes you to have more to do at home than your
>> fellow classmates. I know that extra homework is sometimes a necessary
>> evil, but in this case, it can be avoided so easily. I don't see why
>> your professor can't either print it out in large print or provide you
>> with an electronic copy. These are just my thoughts.
>>
>> ----- Original Message -----
>> From: Suzanne Germano <sgermano at asu.edu
>> To: National Association of Blind Students mailing list
>> <nabs-l at nfbnet.org Date sent: Tue, 3 Sep 2013 08:22:26 -0700
>> Subject: Re: [nabs-l] In class assignments and popquizzes
>>
>> I have had most instructors willing to print out my copy in large
>> print but this semester I have one professor who does not want to. She
>> would rather I take it home. These are open book in classes every
>> class assignments. You have to look things up. It is not expected that
>> you know it. For example taking several different 32 digit binary
>> numbers and convert them to the corresponding assembly language
>> instruction so we need to refer to text or our notes etc.
>>
>> I have asked her to provide me an electronic copy ahead of class, send
>> to to DRC to have them large printed, print it out herself enlarged,
>> have her undergraduate TA take it to a copy machine and enlarge on
>> 11x17.I would prefer large print on 11x17. She said she would rather
>> just give it to me in class, then  I deal with getting it enlarged or
>> use my CCTV at home and bring it back next class.
>>
>>
>> On Tue, Sep 3, 2013 at 7:32 AM, Jewel <herekittykat2 at gmail.com> wrote:
>>
>> I do tests in two ways. It it is a scheduled test, I get it sent to
>> the disability office to be made sure it is completely accessible,
>> including language settings, tables, alt tags for graphics. I don't
>> usually use double time unless there are many tactile images, like
>> there were in Biology, or I have to read it in Braille, like for
>> mathematics, since I am a slow Braille reader. Doing the test in the
>> disability office ensures that I have someone available if there are
>> problems. I schedule to take the test at the same time as everyone else
> unless I mean double time.
>> If it is a pop quiz, the professor puts his or her digital copy of the
>> quiz on a flash drive that I provide. The professors know from the
>> beginning of the semester that this is how we will do it, so they have
>> the digital copy ready. I put the flash drive in my laptop, put my
>> answers in the digital copy, then turn in the flash drive when the
>> other student's turn in their tests. The professor moves the file to
>> their computer and returns the flash drive by the end of class. They
>> can then print it or grade it in the digital file, and give me the
>> graded paper or file. If they grade it digitally, they usually email
>> it to me. I prefer this to cut back on the paper I have to keep up with.
>> I hope this method makes sense to you and it helps you figure out the
>> best method for yourself. Also, I use JAWS to do this, though for
>> language class I sometimes use my refreshable Braille display so I can
>> see accents and spelling.
>> -Jewel
>>
>> Sent from my iPhone
>>
>> On Sep 3, 2013, at 9:48 AM, Suzanne Germano <sgermano at asu.edu> wrote:
>>
>> I have two course that at least weekly if no every lecture have in
>> class quizzes or assignments. These are open book ,open notes, talk
>> with other students, ask professor questions...
>>
>> How do you handle these. For example, are they provided to you in
>> large print, braille, electronic? What if you are someone use uses
>> extended time on things like tests? What about the access to books? At
>> home I use the print book with my cctv so I can flip to index then
>> flip to page. This is not the same with the pdf. Also my monitor at
>> home is 27 inches vs 17 on my laptop so I am much faster on the large
>> monitor. I have always been a print reader and do not do well at all
>> with audio. Since my vision is stable there was never a need to not
>> use large print or cctv. I also find it difficult to work with other
>> students since I can't see their work and even when I say I am legally
>> blind or visually impaired and ask if they can write bigger, they
>> still write in their normal size which is  too small and with very
>> like pencil.
>>
>> What are your techniques? Do you do it in class with an accessible
>> format?
>> Do you take it home and return it next class?
>>
>> When I went to school years ago 1980s-1990s they did not do all this
>> in class stuff.
>>
>>
>> Thanks
>>
>> Suzanne
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