If it hasn't been said before, I will:
To learn how to teach JAWS, disconnect the mouse and turn off the screen.
At 03:53 PM 2/4/2016, you wrote:
On Thu, Feb 4, 2016 at 01:34 pm, Jean Menzies <[email protected]> wrote:
I agree with the poster that a more appropriate
use of language here would be to âselectâ
something, etc. In other words, name the
action/result, rather than referencing it through sighted jargon.
Jean,
At this point I'm convinced that, on
both sides [so to speak - this isn't a battle,
it's an exchange of ideas] there is some talking past each other going on.
I will say this, then I am going to
let it go. I often, probably more often than
not, say "select" something when that's what I
want someone to do. I do, occasionally, slip
and say "click on" something when I would
generally say "select" in the context of
tutoring. It simply happens. I've been a
classroom instructor, too, and you just find
yourself occasionally (and, in that situation,
almost exclusively) using the jargon of the
majority, and when it comes to graphical user
interfaces that majority is the sighted and the
jargon relates to what they (I/we) do. I am,
however, acutely aware of the context shift
when I'm doing private tutoring and adjust accordingly.
All I'm saying is that I think it's
essential to teach my students that should I,
or anyone else assisting them, for that matter,
say "click on" something that this means
"select" something. I'm not doing anyone any
favors by assiduously avoiding any incursion of
the most common computer use terminology
because my student so happens to be using a
screen reader. I'm doing them a disservice if
I don't make the connection clear between what
they will hear far more commonly and what that means practically.
Now, from just what I've learned
here, I'm actually shocked at how few people
have ever been formally taught about context
menus and their invocation via the right mouse
click, whether one is using an actual mouse or
alternate input device to generate it. These
menus are things of beauty, and high efficiency, because they generally are:
* presented as true menus, which virtually
every screen-reader user on this forum has claimed they like best.
* present only the things that are possible
for the object type you have focus on (though
there can be stippled out items if their actual
use is not possible given the confluence of circumstances at that moment).
And, finally, so that I can have
people storming all over me and decrying my
breathing their air, it's about my making my
students maximally functional in the computer
world, not the JAWS world, as far as I'm
concerned. That means making sure that they
understand concepts that others do one way that
they will do another, but so that when that
concept is named that other way they absolutely
know what that means functionally to them. You
can't, and shouldn't, expect to operate in an assistive technology bubble.
Brian
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