[Pibe-division] Accessible Graphing Calculator, Duxbury with Scientific N...

EricGuillory at aol.com EricGuillory at aol.com
Sun Oct 9 17:53:45 CDT 2011


Haha I know that. But, I wanted to highlight the need for student  
self-advocacy skills--particularly given some conversations I have had of late.  The 
para debate can rage and the pros and cons have been debated on this list  
and elsewhere quite extensively. But, whether discussing the role of a para, 
or  the importance of having access to strategies involving readers, strong 
 self-advocacy abilities are all-too-rare for many of our students.
 
A great week to all!
 
EG
 
 
 
In a message dated 10/8/2011 9:58:37 A.M. Central Daylight Time,  
branlw at sbcglobal.net writes:

A para and a reader are completely 2 different animals!
 
 
"When we treat children's play as seriously as it deserves, we are  helping 
them feel the joy that's to be found in the creative spirit. It's the  
things we play with and the people who help us play that make a great  
difference in our lives." 
— Fred Rogers 
 
Brandy Wojcik
Discovery Toys Educational Consultant and Team  Leader
_www.playtoachieve.com_ (http://www.playtoachieve.com/) 
(512)  689-5045
 
Looking for team members nation wide!

----- Original Message ----- 
From:  _EricGuillory at aol.com_ (mailto:EricGuillory at aol.com)  
To: _pibe-division at nfbnet.org_ (mailto:pibe-division at nfbnet.org)  
Sent: Friday, October 07, 2011 7:27  AM
Subject: Re: [Pibe-division] Accessible  Graphing Calculator,Duxbury with 
Scientific N...


Bran et al,
 
I concur that students need to be given increased opportunities to use  
readers and self-advocacy skills while still in middle and high school.  
Working at a residential training center as I do, there are a lot of young  adults 
who come to us with very poor self-advocacy skills and generally with  
absolutely zero reader experience. This is troubling, as college is truly  
monumentally different from what they have known before in terms of  individual 
responsibility and initiative. My two cents on this beautiful  fall Friday. A 
great weekend to all.
 
EG
PIBE President
 
 
 
In a message dated 10/6/2011 9:36:43 P.M. Central Daylight Time,  
branlw at sbcglobal.net writes:

Not every child has a para, and really in  high school most kids don't. I 
went to school wwith out a para and so do  and did many others. I'm pretty 
sure her Son doesn't have 1, and this  would need to be prepared. I also did 
college math with an after class  reader not someone sitting by me. Yes I'm a 
Braille reader. Try to  think more in line of how will the child do this 
independently instead of  assuming the kid has a right arm person. I know a 
blind college math  professor and he has a reader, but can do problems on his  
own.
 
Bran
 
 
 
"When we treat children's play as seriously as it deserves, we are  helping 
them feel the joy that's to be found in the creative spirit. It's  the 
things we play with and the people who help us play that make a great  
difference in our lives." 
— Fred Rogers 
 
Brandy Wojcik
Discovery Toys Educational Consultant and Team  Leader
_www.playtoachieve.com_ (http://www.playtoachieve.com/) 
(512)  689-5045
 
Looking for team members nation wide!

----- Original Message ----- 
From:  _Dr. Denise M. Robinson_ (mailto:dmehlenbacher at yahoo.com)  
To: _Professionals in Blindness  Education Division List_ 
(mailto:pibe-division at nfbnet.org)  
Sent: Thursday, October 06, 2011  12:00 PM
Subject: Re: [Pibe-division]  Accessible Graphing Calculator,Duxbury with 
Scientific N...



Sally,
Yes, to what Eric is saying with a bit more.
Windows 7 offers a fantastic very accessible scientific  calculator, using 
Jaws. However, the graphing part is still not  there--The para does up the 
graph then with wikki sticks the blind child  can graph what they just 
calculated. This still remains an issue in the  field.


Back to AGC--same issue. Yes, blind students can input the  information, 
but without a graphic embosser, the sound that it plays is  not enough 
feedback for the blind student to understand what he just  did. So if they are 
using AGC, para does up the sheet and wikki sticks  graph the lines. If the 
child has some vision, you can enlarge the  screen enough to see the graph of 
the AGC
 
       Denise  

Denise M. Robinson, TVI, Ph.D. 
Teacher of the Blind &  Visually Impaired
TechVision-Independent Contractor
Specialist in blind programming/teaching/training
509-674-1853    _ deniserob at gmail.com_ (mailto:deniserob at gmail.com) 
 
_http://blindgeteducated.blogspot.com/_ 
(http://blindgeteducated.blogspot.com/) 
 



  
____________________________________
 From:  "EricGuillory at aol.com" <EricGuillory at aol.com>
To:  pibe-division at nfbnet.org
Sent: Thursday, October 6, 2011  9:27 AM
Subject: Re:  [Pibe-division] Accessible Graphing Calculator, Duxbury with  
Scientific N...


 
Sally,
 
You and I both! I like and respect Susan O, but, truth-to-tell,  she is the 
only person with whom I have ever spoken who has given the  AGC a positive 
rating. I think that, for the purpose of creating  tactile graphics, it 
comes down to a high-quality reader with an  understanding of mathematics and 
the requisite terminology, tactile  graph paper, Wikki Stix, and other 
low-tech tools. As tech savvy as I  am and I know your son is, that isn't always 
the most feasible  solution. 
 
As for the utilization of Sci Notebook with DBT: I personally  have not 
done so and have gotten mixed reviews from those who have. It  is certainly 
doable, but I think patience and proofreading are in  order if you undertake it.
 
I look forward to continued discussion on this vital issue.
 
EG
 
 
 
 
 
In a message dated 10/6/2011 11:13:25 A.M. Central Daylight Time,  
seacknit at gmail.com writes:

I am interested in finding an  accessible graphing calculator solution that 
really works.  It  has to be useful even without a Tiger Embosser. Also, 
does anyone  use Scientific notebook with Duxbury to create math problems for  
kids?  How does it work?  Would you recommend  it?
 
Thanks.
 
Sally  Thomas


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