[Trainer-Talk] Seeking tips for remote group screen-reader training

[Enrique Mejia]

Good morning,

Here is the approach we use here at the Iowa Department for the Blind.

One approach is to provide each student with access to Microsoft 365. In Iowa, we utilize the small business version, which grants students access to email and allows us to monitor their folders. Typically, I upload assignments to their OneDrive accounts and encourage them to save their work in that folder. This enables me to track their progress once they've completed their lessons.

Alternative Cloud Services: Alternatively, you can share folders with students through other cloud services. However, we've found that using Microsoft 365 is the most effective choice, as it grants students access to all the necessary office software.

Our curriculum is designed in-house and is divided into units. We commence with basic document navigation, followed by a unit on simple editing, including tasks like copying and pasting. Our third unit focuses on navigating between open windows.

If you're interested, we can share the basic curriculum folders with you. Please note that we haven't been able to update it recently due to a shortage of tech specialists. Nonetheless, the first four units are suitable for beginners using JAWS.

I will past the goals of each unit which explains what each student needs to know with each unit. 

Windows  unit objectives

1. Reading Text
Objective
to read text in a document, learn how JAWS speaks cursor movement, and understand  the difference between backspace and delete

Key Concepts
modifier keys, the cursor

Skills
*	navigating text by letter, word, line, and paragraph
*	deleting and replacing letters and words
*	saving a previously saved document
*	closing an application

2 Simple Editing
Objective
To perform basic text cutting, copying, and editing that will be used to produce documents, emails, and interface with websites.

Key Concepts
selecting text, copy/paste commands

Skills
*	selecting text by letter, word, line, and paragraph
*	cutting, copying and pasting text
*	inserting blank lines

3 Navigation
Objective
 To become familiar with the Windows  environment and to be able to move to various parts of the interface and between windows and applications  efficiently

Key Concepts
desktop, start menu, system tray, , , windows, applications

Skills
*	moving between open applications and windows
*	accessing the system tray and checking system time
*	copying text from one window to another


4. Basic Internet
Objective
To gain sufficient proficiency in using  a web browser with a screen reader to fill out web forms, search for information, and shop for items.

Key Concepts
types of form elements, web page elements, web commands 

Skills
*	using  web navigation commands 
*	filling out web forms
*	performing web searches
*	copying information from a web page


Hope this helps. 
Enrique Mejia

-----Original Message-----
From: Trainer-Talk <trainer-talk-bounces at nfbnet.org> On Behalf Of Mabry, Jessie via Trainer-Talk
Sent: Wednesday, September 20, 2023, 12:55 PM
To: trainer-talk at nfbnet.org
Cc: Mabry, Jessie <Jessie.Mabry at ct.gov>
Subject: [Trainer-Talk] Seeking tips for remote group screen-reader training

Hi everyone,

I have been asked to head up some virtual training workshops for blind high school students in my state. The idea, as proposed to me, is to offer virtual JAWS lessons to a small cohort that will be expected to demonstrate learning between sessions and connect on a mailing list for mutual support. This will be my first such project, so I'm hoping some of you have done something similar. I have a few questions:


  *   First, I'd like the workshops to be interactive instead of making the students listen to me lecture and demo skills, and then not ask questions till the end. I won't be able to hear all their copies of JAWS, but I want to make sure they are following along. Any ideas for how I can check in besides having each of them demo in front of the cohort or taking their word for it that they have completed a task?
  *   Is Zoom a good platform for this type of thing or is there a better one?
  *   Are there any curricula or roadmaps that you find work well for youth?
  *   Do you have deliverables or homework?
  *   Are weekly classes best to maintain momentum, or could I run them less often?

Thanks for any feedback you might have.

Jessie Mabry
Access Technologist
Children's Services Program
Bureau of Education and Services for the Blind (BESB)
184 Windsor Avenue
Windsor, CT, 06095
860-578-5373, (text or call)
jessie.mabry at ct.gov<mailto:jessie.mabry at ct.gov>

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