[nabs-l] flowcharts

[STOMBERG, KENNEDY]

Joanne,

Sorry for the delay in my response!
Anyway, the way I understand flow charts is that there is information at
the top, and then an arrow that points to the next thing on the chart. Your
professor or Disability Services Office should be able to take these more
visual parts of the chart out, and re-format it so that it would look like
a list for you. Then you would have a list rather than a
chart with arrows, and who knows what other weird visual things that
sighted folks manage to conjure up.


Some flow-charts are used to explain a process. In this case, the list
could be numbered.
For example:
1.  Energy goes from the sun to the plant.
2.  The animal eats the plant, and it gains energy.
(Sorry for the weird example, I just thought I needed to clarifn more.)

It sounds as though the flow-charts for this class are mostly
information, rather than illustrations of a process. It also sounds
like your professor wants to help you. That's fantastic, because that
isn't always the case!

Good luck on your finals!
Kennedy Stomberg

On Tue, Dec 15, 2015 at 10:05 PM, Todd Orlowski via nabs-l <
nabs-l at nfbnet.org> wrote:

> If he can bring the flow chart to the accessibility resource center at
> your University they should be able to do it. Or he can make it in a list
> format. However your resource office should be able to do something for you
> in regards to accessibility.
>
> Take Care
> Todd
>
> On 12/15/2015 3:26 PM, Joanne Michelle Stark via nabs-l wrote:
>
>> Greetings, NABS members. I hope this message finds you all well, minus
>> the stress of studying for final exams before Christmas.
>> I have flowcharts attached to a final exam for introductory psychology.
>> What are some ways you or your past TVI's have made such graphs accessible?
>> I can't read them with a Braille display. they are only there as a reminder
>> of material we've gone over so they might not be that important for
>> answering the questions to which they pertain, but all the same, I'd like
>> to have feedback on this matter so I can be better prepared for these kinds
>> of things if they show up next semester. How soon should the exams be given
>> to student services accessibility staff if any of your ideas are to be
>> implemented? staff want to make sure the exam is ready and fully accessible
>> for me to take it at the same time as other students, in this case, nearly
>> two days from now.
>> I have this same professor again for The Psychology of Death and dying.
>> No, I'm told the course is not as morbid as it sounds. Any and all
>> suggestions are welcome. He has never had a blind student before me, and I
>> have never had to explain how best to handle situations like this to anyone
>> before. thanks.
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