[nabs-l] Best practices for dealing with...

[Arielle Silverman]

Hi Nefertiti and all. While it is definitely possible to do any
in-class assignment using a reader or pairing up with a classmate, I
have found that just having a reader draw something for me doesn't
give me a lot of educational benefit. It is a better learning
experience if I can generate my own accessible response to the
assignment, such as an Excel spreadsheet or a verbal description of
the item. I don't know what a culturagram is, but in one class where
we had to generate sociograms, I spelled out all the relationships in
paragraph form. While it was probably harder for the professor to
grade than a graphic, this allowed me to really understand the concept
of what a sociogram is. I would suggest chatting with the
professorabout what his or her goals are for the class in assigning
this particular activity and then figure out how you can get the
information and provide a gradeable assignment in a format that
benefits your learning, even if that means skipping the in-class
activity and doing a separate assignment at home with an electronic or
Braille version of the assignment.
Best of luck!
Arielle

On 5/11/15, Kaiti Shelton via nabs-l <nabs-l at nfbnet.org> wrote:
> I always talk to the professor first before going to the disability
> services.  This is because often professors will have the realization
> that their materials are already accessible or can easily be made
> accessible by them.  If there are bigger problems then you and the
> professor will already be on the same page as you reach out to
> disability services for your respective needs.  I've found this
> approach to work really well especially in courses like stats where
> the professor was able to make most of his own tables and charts for
> me in Microsoft Word and Excell, and my anatomy professor for next
> semester has agreed to let me borrow a bunch of models she's got so I
> don't have to completely rely on 2D models and the disability office.
>
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