[Nfbmo] {Disarmed} Reposting a Facebook post that my wife made.

Holly Carneal hollyc2013 at gmail.com
Wed Mar 8 22:12:22 UTC 2017

Hi everyone, 
I agree that this professor should not have made Jenny reddo  the assignment semply because it was not in her prefered format. Maybe this issue should be brought to the attention of the schools disability support office because they are required to ensure that students who are registered with them receive appropriate accomidations. For example, if the instructor is requiring Jenny to turn in a powerpoint the office could set up an accommidation in advance to where she could have extended time to complete the project due to the fact that it will take longer to complete because she is utilizing JAWS, and  that she would need assistance inputting graphics such as pictures or graphs. I have had a similar experience in which a professor for a summer course wanted us to create a brochure. We were to create an intervention stratigy for teenagers and describe it in a brochure. This same concept could have been achieved by writting it as a paper, but of course she wanted pictures included. I did not want assistance with the assignment other then to locate a picture. I thought I had things formatted correctly, but ended up getting a poor grade even though the professor knew I was blind. I have seen brochures in braille but I have not been successful at formatting them correctly so that they are visually appealling. 
I know a few things about using JAWS alongside power point, so if Jenny ever needs assistance with the two or assistance with JAWS in general I would be more then happy to assist! 
Holly Carneal          

> On Mar 7, 2017, at 6:38 PM, Gary Wunder via Nfbmo <nfbmo at nfbnet.org> wrote:
> Yes, the teacher evidences a keen unawareness when it comes to the needs of
> special education students. Was this shown on the syllabus? Is the professor
> aware that Jenny is blind?
> -----Original Message-----
> From: Nfbmo [mailto:nfbmo-bounces at nfbnet.org] On Behalf Of Randy Carmack via
> Nfbmo
> Sent: Tuesday, March 07, 2017 6:09 PM
> To: NFB of Missouri Mailing List
> Cc: Randy Carmack
> Subject: Re: [Nfbmo] {Disarmed} Reposting a Facebook post that my wife made.
> Gary,
> Jenny was given an assignment to do.  I am not sure how it happened but
> Jenny was never told by the professor or in any of the instructions that she
> wanted it done in a power point, there was supposedly some visual example
> that the class was supposed to refer to.  So when the assignment was due
> everyone presented their project in power point except Jenny who had
> completed the assignment and presented it in a word document.
> Apparently the word document was not good enough for this instructor and she
> had Jenny redo the project and place it in a power point document and
> include pictures.  This is a masters level Special Education class not a
> technology or a M.S. Office class.
> Please correct me if I am wrong but this seemed completely unreasonable to
> me, especially seeing that this professor is tasked with teaching Special
> Education teachers.
> Thanks for your response,
> Randy Carmack
> On Tue, Mar 7, 2017 at 4:14 PM, Gary Wunder via Nfbmo <nfbmo at nfbnet.org>
> wrote:
>> I come late to this discussion, so there may be comments that I have 
>> missed along the way. I think there is some truth in the fact that a 
>> picture is worth a thousand words. There are things that can be 
>> understood visually and tactiley that take forever to explain. Imagine 
>> trying to explain a seesaw and then feeling one. Would the explanation 
>> of a jungle gym ever excite the kind of memories and experiences that 
>> being on one would? Graphs have a wonderful way of making things clear 
>> that numbers simply obscure. So, if you can't see a thing, can we 
>> enlarge it so you can, or can we put it under your fingers so that you 
>> can take advantage of the sense that is most equivalent to sight? 
>> These are the things I worked to make happen when I was in college, 
>> but the problem is making them happen in real time. I had to ask 
>> somebody to help me after the class by using a raised line drawing 
>> board to convey what was on the chalkboard. If there were words in the 
>> presentation that I knew how to pronounce but not how to spell, I had to
> ask someone.
>> Now I may or may not be hitting on the points that are bothering you. 
>> When you talk about learning visually, you may be talking about the 
>> inaccessibility of websites or the places to which they send you. I 
>> remember that when Debbie was in class we had websites that she could 
>> navigate with little difficulty, but when she pressed a button that 
>> was to start a video important to her class work, it might well open a 
>> player that had no identifiable buttons to JAWS for Windows. This was 
>> like going 90 miles an hour in hitting a brick wall. It was like being 
>> handed an ice cream cone and then being told you couldn't eat it.
>> I am guessing that there are solutions to the problems you're facing, 
>> but to really help, I need to know more. Please share on the list or 
>> send me a private email. Also remember that there is a National 
>> Association of Blind Students list and a Missouri Association of Blind 
>> Students list. Both can be joined by going to Nfbnet.org. I caution 
>> that the national list has quite a bit of traffic, so part of being 
>> able to use it effectively is asking your questions and looking at 
>> those items that relate to what you have asked or to those items that 
>> you can respond to in helping someone else.
>> Warmly,
>> Gary
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