[nabs-l] The import of Self-advocacy

Thu Jan 8 03:07:18 UTC 2015

Carl,

Though I am still in high school, I use many of the same strategies
mentioned by the college students who have participated in this thread,
including contacting my teachers ahead of time. For me, it's a matter of
being proactive. Though you may not think your accomodations are a big
deal, they may be for a professor who has never had a blind student and =
is
not used to the flexibility required of someone who has a blind student =
in
his/her class. I also try to respect the fact that a teacher may be =
nervous
about having me in their class because it is something they are not used
to. I have found, therefore, that some communication with my teachers
before the start of a class (most effectively in person) can help to =
ease
any anxiety they might have. It also gives them the opportunity to =
properly
prepare for making any accomodations necessary. Overall, I have found my
rapport with teachers to be better if I communicate with them ahead of =
time
than if I don't.

Just my thoughts,

Chris

-----Original Message-----
From: nabs-l [mailto:nabs-l-bounces at nfbnet.org] On Behalf Of Karl Martin
Adam via nabs-l
Sent: Wednesday, January 07, 2015 3:00 PM
To: Michael D Ausbun; National Association of Blind Students mailing =
list
Subject: Re: [nabs-l] The import of Self-advocacy

I'm a bit curious about why you guys contact your professors before the
first class.  I've done that with a few classes where the professor =
needed
to do a lot to make things accessible or where I needed to get =
specialized
materials in advance--lab sciences, geography, German, fencing, symbolic
logic--but I've always just gone up to ordinary humanities and social
science professors at the end of class on the first day.  It never =
really
occurred to me that the things I was asking for--handouts in accessible
format, permission to take notes with my apex, taking exams at dss--were
anything that were that big a deal.  Maybe I've just been lucky, but =
I've
never had any blindness related problems with a professor.  Getting =
books
has been challenging sometimes, but that has to do with publishers not
professors.  I definitely agree with Michael that it's important to =
order
books well in advance and plan for those hard to adapt classes like lab
sciences.  Going and finding my classrooms ahead of time is also =
something
I usually do though if I know the layout of a building well I usually =
just
go find the specific class on the day of.  I also try to be early the =
first
couple classes so I can go in the room and find a seat while most seats =
are
still open instead of doing that awkward thing where we wander around
trying to find the one empty chair in a full room.  The other thing I =
think
is really important is having a good relationship with DSS.  That =
includes
the director and specialists like the person in charge of getting books =
and
also the secretary if there is one and the student workers.  They all =
those
people can be really helpful to you if you have a good relationship with
them.

 ----- Original Message -----
From: Michael D Ausbun via nabs-l <nabs-l at nfbnet.org
To: Roanna Bacchus <rbacchus228 at gmail.com>, "National Association of
BlindStudents mailing list" <nabs-l at nfbnet.org Date sent: Wed, 7 Jan =
2015
19:26:57 +0000
Subject: Re: [nabs-l] The import of Self-advocacy

Hello Roanna,
	I=92m not really sure how much to say; however, I certainly do agree.
Self-advocacy is the difference between success and failure, both in =
life
and at the University. With that said, here is a list of things which I =
do
at the University, in order to be an independent advocator:
1)	I always attempt to establish a connection and meeting with=20
my professors before the semester starts. I introduce myself in an =
email,
let them know my level of vision, and request a meeting. When we meet, =
we
discuss their personal classroom etiquette and expectations, the
accommodations which I might need etc. I have never had a situation =
where a
professor was unwilling to work with me within reason (the only times =
I=92ve
witnessed professors acting ablest was when the student went over their
head). Professors are people too and have feelings.
2)	I always try to gather my books before the semester starts,=20
be that via the DSS office or by requesting them from book share. In the
case of requesting from book share, I recognize that it takes a while =
for
books to be available; therefore, I always find out what books I need =
well
in advance, then I request them. Book share can take any ware from a =
week
to four months, depending on the difficulty of the book (logic, math and
other visual fields have no descriptions or formula, at least from the
discussion I=92ve had with book share=92s representatives).
3)	I always take time to find out where my classes are located.=20
This is a small thing, but doing so ensures that I can be confident on =
the
first day of class. In class communication with others is heavily =
reliant
upon ones confidence; thus, if you are able to be confident from the =
start,
then you can make friends quicker.
I=92m not really sure what else to add off the top of my head; I hope =
this is
adequate. If I remember anything else, I=92ll send another email.
Respectfully,
Michael
________________________________________
From: nabs-l [nabs-l-bounces at nfbnet.org] on behalf of Roanna Bacchus via
nabs-l [nabs-l at nfbnet.org]
Sent: Wednesday, January 07, 2015 9:35 AM
To: nabs-l at nfbnet.org
Subject: [nabs-l] The import of Self-advocacy

Dear Members,

As a blind college student I've had to advocate for myself without
assistance from others.  Each semester I advocate for myself by sending =
out
introduction emails to my professors before classes begin.  I think self
advocacy is important because it allows us to become more independent as
blind students.  I'd like to hear stories about how you've advocated for
yourselves.

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