[NFB-Science] High school student who is blind taking an engineering course concerns of teacher

[Nathanael T. Wales]

Shai,

I am an engineer and have been blind since birth. Meaning that I took math,
science, and engineering courses--including statics in college.

The most effective and low tech solution for your student is to use tactile
graphics, both:
1. ones that are prepared with printed material used by sighted classmates
(handouts, the textbook, etc.)
2. graphics that your student can draw on on a tactile drawing board
Prepared graphics can be placed on a tactile drawing board for the student
to add to, just as his sighted students do with a pen.

If some more high tech solution is needed, please let us know, and I and
many on this list can provide further suggestions.

Best to you and your student,
Nathanael Wales


-----Original Message-----
From: NFB-Science [mailto:nfb-science-bounces at nfbnet.org] On Behalf Of Shai
Wolman via NFB-Science
Sent: Tuesday, April 23, 2024 11:39 AM
To: nfb-science at nfbnet.org
Cc: Shai Wolman
Subject: [NFB-Science] High school student who is blind taking an
engineering course concerns of teacher

Hello all, 

I am a Teacher of Students with Visual Imapriment. A sophomore high school
student of mine is taking an engineering course and the teacher has sent me
their concern for me to post to the listserv as I was not certain how to
accommodate this request: 

One of my students is visually impaired and we'll be starting the unit of
Statics for the Principles of Engineering course.  Students are expected to
be able to identify and indicate how different forces are acting on an
object.  There are some concerns about the student being able to correctly
identify and understand the direction forces act.  Forces that act on angles
have component forces which students are then expected to calculate.  The
question is, what methods can be utilized by the student to express and
communicate the direction the forces act and to differentiate between normal
and component forces.  When dealing with more complicated truss diagrams,
how can we support the student and ensure that he is understanding the
material without presenting or skipping to a completed diagram?

 

Thank you in advance for any responses 

Shai Wolman Teacher of Students with Visual Impairments San Diego Unified
School District 

(619)919-3966 

swolman818 at gmail.com <mailto:swolman818 at gmail.com>  

 

 

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