Hi, I just read through the Mathematics syllabus on the DU website, and two main points striked me:
1. A lot of information in this course will be presented electronically, in the form of slides and spreadsheets. Now, it should be important that a blind student using a computer be provided with these files before the class in advance. For those students not using a computer, the teacher should read out and explain the slides while in the classroom, and should then provide the student with the softcopy which he/she may refer to later either at home or at EOC (using EOC computers, if feasible). 2. The course does not cover plane geometry, and hence tactile diagrams will not be a necessity. the course, however, deals with statistics (which has plots). I would recommend trying Math Tracks from NASA for graphs. It works well in most of the cases. If Math Tracks does not work, verbal discriptions of graphs would be another viable options (elementary statistics as outlined in the curriculum does not include graphs that cannot be described accurately). Further, in several cases where visual representation is asked for, the teachers may substitute it with alternate textual approaches. I agree that it is crutial for a blind student to be well-acquainted with visual forms, however what is more important is understanding of the concept. For example, when plotting a graph to represent the sidereal period of planets and solar distance, what is important is for the student to realise the relationship between the period and the distance from the sun. This can very well be conveyed using a tabular data as well. (BTW, an audio representation of this plot has been developped by a Geology major in the United States!) I couldn't get through the Science curriculum on the website, so am not sure about that. *These are my personal views only. Regards, On 5/26/13, Kartik Sawhney <[email protected]> wrote: > Hi, > > Great work! > > BTW, has the university laid down the curriculum for this foundation > course already? > > As I can make out from its name `foundation course`, I do not expect > concepts like stereochemistry and mechanics of organic reactions to be > discussed in great detail. Similarly, in Physics, it seems they willl > simply touch free body diagrams, and will not go in great detail. As > such, things like constrained motion etc. will not be discussed for > sure. > > If that is the case, we can very well do away with several adaptations > and/or technologies mentioned in the document, as many of them are > specifically useful in the university setting (when pursuing, say, > B.Sc. in Chemistry). While this document is pretty much exhaustive > (which is indeed good), it will be helpful if we could list down the > technologies that we want in the immediate future. Probably, we could > pick up a domain in Sciences or Mathematics (say algebra in > Mathematics or physical Chemistry) as per the curriculum, and could > then decide on which technology/adaptation works best and is > practical. Nemeth, for instance, is new to most of the students in > India. Spending 4-5 months teaching Nemeth alone isn't worth it in my > view, especially when the same content can be presented in alternate > formats which require less preparation. > > Coming to Organic Chemistry: while there are softwares available (as > mentioned in the document), general organic Chemistry can easily be > taught and learnt by using IUPAC conventions alone. As such, these > softwares are only required when dealing with stereochemistry and > reaction mechanisms to provide a 3D visualisation (which can also be > managed to quite an extent with good verbal discription). > > Talking about the lab component, a lot depends on the experiments > being covered. For instance, if we are conducting an experiment to > verify Ohm's law, talking ammeter and voltmeter are the only two > instruments required. Being pragmatic, these talking instruments or > the talking probe developed by Independent Science is too expensive. > It's great to read about the less expensive adaptations, which if made > could be really good. But, most of them seem to work for low vision > students only, and not for blind. In these circumstances, readings by > a lab assistant or another student work well. I've participated in lab > classes upto class 12 in this way, and it definitely does not preclude > us from a hands-on experience. After all, what is required is a clear > conceptual understanding of the experiment. > > Once again, great work! > > Best, > > On 5/25/13, Sanchit Katiyar <[email protected]> wrote: >> Ref.Sam.2013/132 Date: 25/05/2013 >> Press Release: Sambhavana Submits Comprehensive Suggestions to DU for >> the Teaching of Maths and Science to Vision Impaired Students Under >> FYUP. >> >> >> Following the direction of Delhi HC vide its interim order dated >> 15/05/2013, Sambhavana Organization has submitted comprehensive >> suggestions to the Vice Chancellor of Delhi University On Wednesday, >> May 22nd, and to the Empowered Committee constituted by him for this >> purpose on 14th May 2013. This document is attached herewith for your >> ready reference. >> >> Please click below to access the full document: >> >> https://dl.dropboxusercontent.com/u/9432854/Suggestions%20of%20Sambhavana%20Organization%20for%20teaching%20Science%20and%20Maths%20to%20Vision%20Impaired%20Students%20under%20FYUP%2022nd%20may%202013%20final.doc >> >> It is in four parts. Part (I.) is on Science >> teaching; Part (II.) on Maths teaching; Part (III.) on some additional >> suggestions/requirements for both Maths and Science teaching; and Part >> (IV.) on broader suggestions or main prayers. >> Generally the areas of science and mathematics have been inaccessible >> to the students with visual impairments. Complex and high-tech fields >> such as Chemistry, Physics, Engineering, Biology, and Mathematics are >> rife with visually presented concepts and information. Unfortunately, >> this complex visual information has not been made available for >> widespread use in a format easily accessible for blind and visually >> impaired students. This lack of information, in turn, leads to >> decreased interest in scientific fields by the blind, and thus few >> visually impaired scientists exist to both provide standards for >> imparting scientific knowledge to the blind and also to serve as >> mentors and role models for those visually impaired students wishing >> to pursue careers in the sciences. However, in the 21st century, >> particularly in the light of the development of disabled friendly >> technology, awareness and research outcomes, it is no-longer >> absolutely impossible for vision impaired persons to learn science and >> maths. The Purdue University VISIONS Lab is one such exemplary lab, >> which stands for Visually Impaired Students Initiative on Science. >> In the light of the suggestions made in first three parts, we have >> suggested in detail what kinds of arrangements are needed in the labs, >> in the classrooms, in teaching pedagogies so that vision impaired >> students can equally participate in science and maths learning at par >> with others. These arrangements are needed not because of any innate >> defect with visually challenged children, but for the reason that the >> infrastructure was never originally built keeping in mind the >> perspective and needs of vision impaired. After outlining specific >> requirements for teaching science and maths to vision impaired >> students, we have made the following broad suggestions: >> (A) To make necessary provision to introduce a bridge course for >> students with Vision Impairment in the first year of four years under >> graduate programme so that they can easily pursue the foundation >> course and become part of mainstream education system; >> (B) To make provision for training of the teachers who will teach the >> Building Mathematical Ability, and Science and Life to the students >> with Vision Impairment in the four years under graduate programme; >> (C) To introduce the foundation course in the second year of the four >> years under graduate programme so that the students with Vision >> Impairment could acquaint themselves with these two crucial courses >> through the bridge course in the first year; >> (D) to provide Accessible Reading Materials in all new courses, to >> student with Vision Impairment in advance; >> (E) To establish all the necessary tools and devices which are listed >> in our document in every College in advance so that the teachers are >> equipped to handle them; >> (F) To provide a flexible approach for the students coming from the >> remote corners of the country and all others who have not been >> benefited to have studied Maths and Science till VIIIth class. These >> students should not be forced to study these courses and alternative >> arrangements should be made for them. However, the choice should rest >> with the student: that too without any barrier posed by the >> non-availability of infrastructural or other supports. >> >> In order to meet the above mentioned challenges and requirements, the >> Committee is required to engage people in wide spread discussion and >> consultation to frame concrete and effective policies which will of >> course take some time. Obviously, making laboratories in all the 80 >> odd colleges of Delhi University accessible; training teachers to >> teach science and maths to blind students; preparing and approving >> bridge courses for vision impaired students; arranging for accessible >> reading material and assistive devices and learning aids, etc. are >> tasks that require concerted and planned efforts and this goal cannot >> be achieved over night. Moreover, making these arrangements will also >> have financial implications for the University. It is a general rule >> and practice that no new programme should be launched without making >> advance financial calculations and arrangements. In any case, without >> making these prior arrangements, vision impaired students should not >> be thrown in a discriminatory situation. >> Once the admission process commences and adequate provisions for >> vision impaired students have not been made, it would become >> impossible for the University to revert to the existing system of >> three years degree program. It would cause a number of hardships and >> irreparable loss to the thousands of other students and to about >> 800-1,000 visually impaired students. If any subject is waived off or >> some changes are brought in the curriculum in the name of “Suitable >> Modification”, especially for the Visually Impaired student in year >> 2013-2014, then it will not only be a violation of the Norms and >> Principles enshrined under The Persons With Disabilities Act 1995 and >> UN Convention on The Rights Of Persons With Disabilities 2007, but >> there will also be discrimination between Visually Impaired students >> who will get the opportunity to study all the subjects in future as >> the students will be on a higher footing compared to the Visually >> Impaired students who are seeking admissions for the 2013-2014. If >> instead of making adequate arrangements, these courses are waived off >> forever for vision impaired students, this would defeat the purpose of >> inclusive education and would also violate various laws for disabled >> and also their fundamental right to equality. >> The introduction of FYUP in its present form means that the norm and >> legal requirement of integrating the aspect of disability in the >> original planning itself will continue to be violated and the general >> practice of first planning new structures without any regard of >> disability and subsequently making some minor modifications or >> arrangements would continue to persist. >> We hope that Delhi University would realize that they are legally duty >> bound to take necessary action in order to protect equal rights of >> disabled students and that any failure on their part will be seriously >> taken up by the judiciary. The SLP (Special Leave Petition) of >> Sambhavana filed in Supreme Court against the interim order of Delhi >> HC is likely to come for hearing on Monday, May 27th, 2013. >> >> Sambhavana Team >> Phones: +91-9818685889, +91-9818193875, +9013727325, +91-9818021880. >> >> -- >> Sambhavana >> Struggle for the Rights of Disabled! >> "Disability is a form of human diversity" >> >> Website: www.sambhavana.org >> >> email: [email protected] >> >> Phone: 9111-27517615 >> >> Mobile: 9818685889 >> >> Office: 350, Pocket 5, >> Sector 2, Rohini, >> Delhi 110085. >> >> -- >> With best regards, >> Sanchit Katiyar. >> >> E-Mail: >> [email protected] >> >> Skype ID: >> sanchit.katiyar11 >> >> Mobile: >> +919013816320. >> >> Register at the dedicated AccessIndia list for discussing accessibility >> of >> mobile phones / Tabs on: >> http://mail.accessindia.org.in/mailman/listinfo/mobile.accessindia_accessindia.org.in >> >> >> Search for old postings at: >> http://www.mail-archive.com/[email protected]/ >> >> To unsubscribe send a message to >> [email protected] >> with the subject unsubscribe. >> >> To change your subscription to digest mode or make any other changes, >> please >> visit the list home page at >> http://accessindia.org.in/mailman/listinfo/accessindia_accessindia.org.in >> >> >> Disclaimer: >> 1. Contents of the mails, factual, or otherwise, reflect the thinking of >> the >> person sending the mail and AI in no way relates itself to its veracity; >> >> 2. AI cannot be held liable for any commission/omission based on the >> mails >> sent through this mailing list.. >> > > > -- > -Kartik Sawhney, > Mob.: 91-9560953728 > Landline: 91-11-29811529 > E-mail ID: [email protected] (all personal E-mails); > [email protected] (all academic E-mails) > Skype: kartik.sawhney22 > -- -Kartik Sawhney, Mob.: 91-9560953728 Landline: 91-11-29811529 E-mail ID: [email protected] (all personal E-mails); [email protected] (all academic E-mails) Skype: kartik.sawhney22 Register at the dedicated AccessIndia list for discussing accessibility of mobile phones / Tabs on: http://mail.accessindia.org.in/mailman/listinfo/mobile.accessindia_accessindia.org.in Search for old postings at: http://www.mail-archive.com/[email protected]/ To unsubscribe send a message to [email protected] with the subject unsubscribe. To change your subscription to digest mode or make any other changes, please visit the list home page at http://accessindia.org.in/mailman/listinfo/accessindia_accessindia.org.in Disclaimer: 1. Contents of the mails, factual, or otherwise, reflect the thinking of the person sending the mail and AI in no way relates itself to its veracity; 2. AI cannot be held liable for any commission/omission based on the mails sent through this mailing list..
