Hi,
Oh dear at the risk of getting flamed or other wise in trouble I must
respectfully disagree with that which I read below as it is stated.
While I think that doing so should be part of one's over-all training in an
effort to instruct the blind it might not be the sole criteria therein.
I'll keep it brief as this is straying from the perhaps defined parameters
of this list. However, I'd like to posit the following:
While I'm always impressed by those sighted individuals with whom I interact
over technological concerns who are willing to walk the extra mile in my
shoes as it were and embrace how to do things through the use of access
technology as we do in order to gain a fuller understanding I also think
it's incumbent upon me and in fact necessary for me to do so in kind. For we
will never fully escape the fact that we live in a very visually oriented
world and the more adept we become in navigating its terrain and terminology
especially the more technologically advanced it becomes the more
advantageous it'll be to our own productivity, efficiency and well being.
I've known both sighted and blind instructors who were fabulous at their
given vocations and I've known both who had no business doing that which
they got paid to do. I've also known both who've given freely of their time
and talents from whom many have benefited.
So while we're all entitled to our opinions, likes and dislikes I hope at
least speaking for myself that I can both learn from, engage with and even
disagree with opposing points of view without needing to surrender civility
and courtesy. As with many things there's more than one way to accomplish a
given thing and my way might not be that which would be most useful to
anyone else and vice versa. but often there are helpful terminologies and
modalities which even if not regularly embraced by choice can serve to help
one cross boundaries and communicate with others more effectively.
Happy learning and computing one and all.
Robin
-----Original Message-----
From: Ann Byrne
Sent: Thursday, February 4, 2016 5:42 PM
To: [email protected]
Subject: Re: Improving my teaching approach and/or sensitivity
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 “select†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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