[NABS-L] question on statistics

[Elizabeth Mohnke]

Hello Candice,

I have taken statistics as a non-traditional student with a major in social science with an interest in research. I started with the lowest level class before taking the class that was required to transfer to a four year university. And I attempted to take the class I needed for my transfer three times before I successfully completed the class.

I worked with a reader from my disabilities office for the in person statistics class. And I used a dedicated tutor for the second online statistics class. The reader was provided through the disabilities office, and the tutor was through the campus tutoring center. I also had the person in charge of the disability office read and input answers for my exams for the second online statistics class. 

I received tactile graphs for both classes. The first class was taught in a manner that did not have a lot of visual graphs, and most of the graphs I could understand with verbal descriptions. Although, thinking back to this class, I did use a peg board with thumbtacks for a visual graph that included every data point for my final exam. My professor would have been okay with me using verbal descriptions, but I wanted to make sure I was learning the material and being tested on the material in the most independent and fair manner as possible.

The tactile graphs I received from my disabilities office for the first class were created using a raised line swell machine. The graphs I received from my disabilities office for the second class were created using a Braille embosser. I liked the embossed graphics over the swell machine graphics. Both types of graphs were always rather basic, so I needed my reader or tutor to help me put them into context.

My second statistics class used Excel for a semester long project. When I tried taking the class the second time, I found Excel difficult to use independently for this project. My professor was willing to allow me to use the R program instead. But I was able to work things out with my tutor in a way that he could help me with the project without him doing all the work.

Both of my classes used the TI-84 graphing calculator as part of the class. My disabilities office loaned me a talking TI-84 graphing calculator to use for both my statistics classes. The talking TI-84 graphing calculator is just like a regular TI-84 graphing calculator with a talking component added to it. This made it easy to follow along when my professor described how to use the TI-84 calculator for the class. And I would also make use of office hours to talk to my professors if I had any questions with the calculator commands or a difficult time understanding anything with the class.

I hope you find this information helpful. I know how difficult it can be to resume your journey with higher education after taking some time away for other things in life. So I hope you can find a way to be successful in your statistics class. Please feel free to contact me off list if I can be of further assistance to you.

Warm regards,
Elizabeth Mohnke
lizmohnke at hotmail.com



-----Original Message-----
From: NABS-L <nabs-l-bounces at nfbnet.org> On Behalf Of candice Attrill-Miller via NABS-L
Sent: Monday, July 19, 2021 3:48 PM
To: NABS-L at nfbnet.org
Cc: candice.attrill at gmail.com
Subject: [NABS-L] question on statistics

              Good afternoon fellow students,

I am going back to college this fall after a 11 year hiatus. I have to take statistics, but I'll be taking social statistics. 

I have a few questions for anyone who's taken stats before.

First What did you do for the graphics during class? I tried taking stats at my community college, the disabilities office gave me a graphing board and said good luck. It didn't work out. This time the disabilities office doesn't know what I mean when I say a graphing board, so what should I be asking for? 

Did you need to use a graphing calculator for social statistics, and if so any brands, or app based recommendations are welcome. 

 

Also What were ways you handled getting the information in class? This is where I gave up before. The professor would use a board or computer screen, and give very little detail about what the graphics contained for example, "If the graph shows a line going in this direction, but it comes to a point here, what does this tell us?"

I'm not a math shining star, and I need this course for my social work program. Any experiences, and or adaptive material ideas are welcome

Thank you so much

Candice

Candice.attrill at gmail.com <mailto:Candice.attrill at gmail.com> 

 

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