[blindkid] labeling diagrams?

[Arielle Silverman]

For me the best solution has always been to write a verbal description
of where all the parts should be, i.e. "The nucleus is in the middle
of the cell, with the cell wall on the outside" etc. Remember that
generally what's being tested here is the student's understanding of
how all the parts fit together, a concept that can be expressed either
verbally or graphically. That said, raised-line diagrams might be good
for him to study, but I don't think making him use actual labels is
necessary or ideal.

Arielle

On 1/10/11, Rosina Solano <colemangirly at yahoo.com> wrote:
>
> I have a question about labeling diagrams.  How do the kids do these?
>
> Right now the school super enlarges one like a picture of a plant cell.
> Then they go over parts of the diagram with glue to make raised parts for
> the chromosomes, nucleous, etc.  Roman has braille labels to glue onto these
> areas.  Problem, even though Roman has some vision this is totally
> inadequate in my line of thinking.  The pictures are diverse, but the glue
> spots are not, how is he to tell the difference?  Also, the lines that point
> to the "raised" areas do not have glue on them, so he can't even follow them
> to the line to put the label on.
> Even if this was all raised, I feel there has got to be a better way to
> label diagrams.  How have any of you done this?  Please really spell things
> out as I am visually dependant, with no imagination.
>
> Thank you so much!!!
>
> Rosina
>
>
>
>
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-- 
Arielle Silverman
President, National Association of Blind Students
Phone:  602-502-2255
Email:
nabs.president at gmail.com
Website:
www.nabslink.org