[nfbcs] Research

Wed Feb 22 19:28:17 UTC 2017

I don't know if it would have been helpful. Instead of providing
solutions, many people just talk about how difficult things are.

On 2/22/17, Mike Gorse via nfbcs <nfbcs at nfbnet.org> wrote:
> I agree that any occupation can potentially be difficult.
>
> I have a CS degree but am hesitant to fill out a survey about it--I
> haven't been in a college classroom since 2001, so my idea of what it is
> like might be dated, although I'd guess that one's experience will vary
> depending on the school. I sometimes had accessibility issues that I
> didn't resolve well; they were mainly with math and EE-type courses that
> were somewhat peripheral to what I felt that I needed to learn. Maybe it
> would've helped to be on a list such as this one.
>
> On Wed, 22 Feb 2017, John Heim via nfbcs wrote:
>
>> Any occupation can be difficult for a blind person. IMO, computer
>> science is one of the least problematic.
>>
>>
>> On 02/22/2017 11:13 AM, Amanda Lacy via nfbcs wrote:
>>> I have a CS degree. I cannot in good conscience recommend it to other
>>> blind students unless they accept that they will experience a lot of
>>> hurt. I don't have satisfying answers to most of your questions.
>>>
>>> On 2/21/17, Michael via nfbcs <nfbcs at nfbnet.org> wrote:
>>>> Hello Andy,
>>>> Thank you for your response. Before answering your questions, I will
>> preface
>>>> my response that this project is entirely predicated on ensuring other
>> blind
>>>> students, who may be considering computer science, do not do what I did;
>>>> namely, believing that blind people cannot do computer science. Now,
>>>> your
>>>> questions:
>>>> (1) No University, community college, or vocational school is funding
>> this;
>>>> this is an assignment that I have received on behalf of the Louisiana
>> Center
>>>> for the Blind (LCB) for my technology class.
>>>> (2) I graduated from the University of Nevada, Reno, this past December
>> with
>>>> an Honors B.A. in Philosophy with an emphasis in logic, metaphysics, and
>>>> epistemology.
>>>> (3) This guide will serve to educate prospective computer science
>>>> students
>>>> who are blind. When I was in high school, I was extremely interested in
>>>> doing computer science. I was told that blind people could not do
>>>> computer
>>>> science; mistakenly, I believed this to be true and thus proceeded into
>> the
>>>> liberal arts. If I can provide clarity to other students thinking about
>>>> computer science, or elucidate blind students when it comes to the
>> copasity
>>>> of blind people, I would be very happy. As it stands, the only place I
>> know
>>>> for sure this research will end up is the national Association of Blind
>>>> Students website, as I sit on the board and can make that happen.
>> Otherwise,
>>>> I have no idea.
>>>> (4) This is true. I did not make this anonimis. If people are willing to
>>>> answer, I would be very happy, and will of course cite you, or not cite
>> you,
>>>> depending on your permission. If people are not willing to, I totally
>>>> understand that as well.
>>>> I hope I was able to address your concerns.
>>>> For anyone else who wishes to help me out, you can email your responses
>>>> to
>>>> my email (mausbun at nevada.unr.edu) or, if you feel confortible, just
>>>> responding to this thread.
>>>> Thank you again for all your attention and time!
>>>> Respectfully,
>>>> Michael Ausbun
>>>> Vice President, National Federation of the Blind of Nevada.
>>>> Secretary, National Association of blind Students
>>>> Student, The Louisiana Center for the Blind
>>>>
>>>>
>>>> -----Original Message-----
>>>> From: nfbcs [mailto:nfbcs-bounces at nfbnet.org] On Behalf Of Andy B. via
>> nfbcs
>>>> Sent: Tuesday, February 21, 2017 2:24 PM
>>>> To: 'NFB in Computer Science Mailing List' <nfbcs at nfbnet.org>
>>>> Cc: Andy B. <sonfire11 at gmail.com>
>>>> Subject: Re: [nfbcs] Research
>>>>
>>>> I am interested in answering these questions. However, you never
>>>> displayed
>>>> your credentials or qualifications in the subject. What school is
>>>> funding
>>>> this study? Where did you graduate and with what degree? What do you
>> intend
>>>> on doing with the guide when it is finished? The results of this survey
>> are
>>>> not anonymous. Therefore, people might be hesitant.
>>>>
>>>>
>>>> -----Original Message-----
>>>> From: nfbcs [mailto:nfbcs-bounces at nfbnet.org] On Behalf Of Michael via
>> nfbcs
>>>> Sent: Tuesday, February 21, 2017 2:45 PM
>>>> To: 'NFB in Computer Science Mailing List' <nfbcs at nfbnet.org>
>>>> Cc: Michael <mausbun at nevada.unr.edu>
>>>> Subject: [nfbcs] Research
>>>>
>>>> Hello All:
>>>> 	My name is Michael Ausbun, and I am currently a student at the
>> Louisiana
>>>> Center for the Blind. I am conducting research, to develop a
>>>> comprehensive
>>>> guide for prospective computer science students. I would much appreciate
>>>>
>> it
>>>> if you would take some time and answer the following questions.
>>>> 	Thank you for your attention in this matter.
>>>> Respectfully,
>>>> Michael Ausbun
>>>>
>>>> Research questions:
>>>> Advocacy:
>>>> (1)	What accommodations do you believe were most beneficial to you in
>>>> completing your degree?
>>>> (2)	What accommodation(s) were necessary when completing visual
>> components
>>>> of one’s degree requirements?
>>>> (3)	In what ways have you advocated for the modification of materials to
>>>> ensure equal access for yourself or future computer science students?
>>>> (4)	What is the most important question(s) a computer science student
>> should
>>>> ask their instructors before and during a selected course of study?
>>>> (5)	Are there any Universities, companies, or organizations who have
>>>> been
>>>> greater benefactors?
>>>> Academics:
>>>> (1)	How much math and science is necessary for a person to be successful
>>>> within the computer science field.
>>>> (2)	In general, are materials accessible with access technology?
>>>> (3)	What are some effective, and somewhat universal, techniques for
>>>> manipulating and writing computer languages?
>>>> (4)	In what ways did your assignments get modified, to establish equal
>>>> access to all requirements?
>>>> (5)	What are some effective ways for designing accessible algorithms and
>>>> data structures?
>>>> (6)	When developing a portfolio, did you find an accessible way of
>> publicly
>>>> displaying your code, or for hosting your portfolio?
>>>> (7)	After publishing your code, what methods do you use to ensure the
>>>> visible code is visually appealing or readable?
>>>> (8)	Are there any courses you might recommend to take in high school to
>>>> prepare someone going into the computer science field?
>>>> (9)	Besides the source work required to obtain your degree, what
>> additional
>>>> course work might you recommend to enhance one’s employment
>>>> effectiveness?
>>>> Access technology:
>>>> (1)	What access technology gave you the greatest degree of opportunity
>>>> to
>>>> compete on an equal playing field with your peers?
>>>> (2)	What challenges did access technology present when interacting with
>> the
>>>> technology required to complete tasks and assignments for your computer
>>>> science degree or profession?
>>>> (3)	What role does access technology play in the completion of your
>>>> daily
>>>> assignments or tasks?
>>>> (4)	How might modifications to standard technology create more
>> opportunity
>>>> for usability with access technology?
>>>> General technology:
>>>> (1)	In what ways is the general technology inaccessible when paired with
>>>> access technology? Are there any work arounds for these issues?
>>>> (2)	What sort of accommodations are necessary for the use of most
>>>> general
>>>> technology used in this field of study or profession?
>>>> (3)	Can standard tasks be completed on a unit without extensive
>> modification
>>>> or accommodations?
>>>> Does most technology come ready to use? Are there ways to increase one’s
>>>> productivity when using Python JavaScript C++ swift and racket, and
>>>> integrated development environments (IDEs)—such as CodeLite, Eclipse,
>>>> NetBeans, VisualWX, Xcode, and KDevelop?
>>>>
>>>>
>>>>
>>>>
>>>>
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>>>>
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>>>>
>>>>
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>>>
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>>
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