[NFB-Science] How do I best deal with making graphs and using scientific instruments in my environmental science class?

Thu Sep 26 15:01:42 UTC 2019

Hello Kendra,

I do not believe it is fair for you to criticize a particular method of reading and creating graphs simply because it does not work for you. I also do not understand your ethical reasons for not using paper when the technology you want to use for creating and reading graphs contains non-recyclable materials that require fossil fuels to create.

However, if you are spending six hours on an assignment that is only supposed to take about a half an hour, then I would say that you have not found the right accommodation to complete your assignment. All of the graphs I have created or read for my environmental biology class, all of my math classes, and my current statistics class have not taken me all that much longer to complete than my sighted classmates.

When I was expected to read and interpret a graph on my own without the assistance of a reader for my environmental biology class, I received a copy of the graph as a tactile graph at the same time as my sighted classmates. This tactile graph was rather detailed. 

However, when I am not expected to read and interpret graphs  simply for the sake of learning how to read and interpret graphs, I will work with more simplified tactle graphs with the assistance of a reader. I find this technique to work best for me because I am a more hands on visual learner, so the auditory graphs would probably not work best for me. However, they sound rather interesting, and I am sure they could help others even though they might not help me.

A reader can definetly stay with you for the entire class or lab assignment if you need it and you have no other way to access information. However, sometimes it can be difficult for readers to describe graphs, and this is why I have found low tech items like pipe cleaners and wicki sticks to be helpful. I find that a basic shape of the graph using these items can help my readers describe and read graphs to me. Readers can generally be obtained through a disabilities office, or vocational rehabilitation services if they are not provided through the disabilities office. And items like pipe cleaners and wicki sticks are low cost items that can be used to make a general shape of a graph on the spot 

Again, I hope this helps you find the best method for reading and creating graphs for your class this semester. I generally find that focusing on possible solutions rather than complaining about how something is not fair helps me find an accommodation that works best for me. In the end it is more about accomplishing your goal and successfully completing your class.

Warm regards,
Elizabeth 

-----Original Message-----
From: NFB-Science [mailto:nfb-science-bounces at nfbnet.org] On Behalf Of Kendra Schaber via NFB-Science
Sent: Wednesday, September 25, 2019 12:08 AM
To: NFB Science and Engineering Division List <nfb-science at nfbnet.org>
Cc: Kendra Schaber <redwing731 at gmail.com>
Subject: Re: [NFB-Science] How do I best deal with making graphs and using scientific instruments in my environmental science class?

Hi all! 
 I’d like to see graphs of all forms come more into the 21st centry. Most of them are still in the Louis Braille days. Not all of them, but too many of them for my liking. For one thing, I don’t like hard copy braille because it’s not efficent and quite frankly, unsustainable. Making paper anything kills trees but more importantly, the production is so slow that it often takes months before you ever see the matereals. The worst part of hard copy braille is the inconsistency with relayability with arriving on time. When I used hard copy braille books for my math class, half of the book didn’t show up until the week right before that term’s finals. Mind you, they were suposed to arrive on week 7 of that term. Ok, space is a downside as well, but even so, one can empty a whole moving truck and have it waiting for weeks, ready to go before the books ever show up to fill the truck. Not relayable or sustainable at all. Also, the current technology that’s avalible is also not sustainable because of the costs to create it, sell it and buy it. Even worse, art is good but for something scientific, it’s not always accurate to the professionally made graphs, even in the sighted world. There isn’t a one page braille display currently avalible and, braille printers are nearly impossible for most to get our hands on due to cost. I’d like to see more graphing software that allows one to enter the data, make a graph, print the graph and turn around, and then edit the graph, check the graph through non visual means and also include the ability to be portable, sendable via email, printable from a printer and then, readable through non visual ways, either with a computer, a smart device or a refreshable braille device. Since students who are taking science classes, particularly at the college level can’t survive without being able to work graphs, we must implament through both invention and legeslation the means to allow us to make graphs, work with graphs and the like compleetly independently, and with as close to the same efficency as the general population. The reason why this tall dream? I have recieved burnout in part because of issues relating to graphs in past math classes. I have found that using them in the most moddern form possible does not allow for the same efficency as the general population. Because of this, as blind students and blind employees, graphs that are not efficent also limit and prevent the blind user the same freedom and flexibility as the general population. The biggest problem is that it dramatically reduces the time avalible to the blind student which hampers an equal social life, an equal oppertunity to go to school and work at the same time, and, limits the ability for the student to keep up with a full load of college classes. Altamently, this problem leads to burnout, time management problems, lower productivity overall and longer time to aquire any such college degrees where they’re envolved. But I’m not seeing the big problem with graphs in math class. I’m seeing the same thing with my college level environmental science class. I’m only on day two and already, I have wasted at least six hours to an unexpected graph that sprang up in my homework. when I say six hours, I include the making of the graph, the using of the graph and the aquiring and translating the information from the graph into an accessable form. Mind you, that’s not counting filling in any questions that require information obtained from the required graph. Most sighted people can make a graph within half an hour or less. I wish I could make one that fast in my science class!!! I see some major gaps that are being pushed under the rug and compleetly ignored. What do you all think? 

"When the student is ready, the teacher will appear", Author Unknown. 
Thank you for reading this email! Also, please note that I have eighth grade spelling. I'm well known for spelling mistakes. Ironicly, writing is one of my gifts. 
Blessed  Be! 
Kendra Schaber,
Student of Chemeketa Community College, member of 350.ORG Salem, Member of the National Federation of the Blind of Oregon, Capitol Chapter. 
Writing on my Polaris Braille Sense. 
Using both Gmail and Outlook. 
Go Detroit, Red Wings! Go Pittsburgh, Penguins! Go Portland, Winterhawks! Go Baltimore, Oriels!  Go Baltimore, Ravens! Go Oregon State Beavers, baseball and football teams!   

> On Sep 24, 2019, at 17:50, Tina Hansen via NFB-Science <nfb-science at nfbnet.org> wrote:
> 
> I thought I'd offer another tip, for what it's worth.
> 
> One big challenge I know many students encounter with graphs is a way to interpret the data. Braille labels, by necessity, can only say so much. If you're needing context and details, you'd need to use another piece of paper for that.
> 
> I'm especially interested in how to make a graph multi-sensory, combining text with audio.
> 
> The idea of using pipe cleaners or other low-tech material could, for instance, be combined with an audio label for context. Anyone who has used a voice labeler might find it valuable in this area. Here, I think of the Pen Friend which I believe the Independence Market sells.
> 
> There is, however, one big drawback. If you don't have any wired headset, you can't use it.
> 
> On the more high-tech end, the tools from View Plus are good for multi-sensory communication of data, but I think you need a computer both to create and interpret the graph. If I'm wrong, please correct me.
> 
> One thing I'm interested in seeing is the idea of using a talet along with a graph creation app. Unfortunately, nune of the tablets have haptic feedback on their own, at least, none from Apple I elieve the Android tablets have some haptic feedback, but it's a bit limited. Whatever access tools are on the tablet give the context, so long as it's built into the graph.
> 
> In an ideal world, I think there ought to be a way to combine some of the simplicity and creativity of the low-tech methods of graph creation with high tech to help with data and context. What if there was a way, through a smart phone app, to build a tool that could allow you to explore a graph in depth. What if the tool could offer haptic feedback, but the smart phone would, through an app, provice context and voice and/or other types of audible feedback. As a bonus, if you have a good Bluetooth speaker or headset, you'd be able to get a sonic feel for a graph that moves from left to right.
> 
> Maybe someone can create a tool like that. A tool may already be on the market, but if it isn't, I wonder if it's time to create it.
> 
> Just some thoughts, for what it's worth. Thanks.
> 
> 
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