Robin, what you said, with such articulation, in my view point, could not have been stated better.
Bye for now, Carolyn -----Original Message----- From: Robin Frost [mailto:[email protected]] Sent: Thursday, February 4, 2016 7:45 PM To: [email protected] Subject: Re: Improving my teaching approach and/or sensitivity 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 > -=-=-=-=-=-=-=-=-=-=-=- -- JFW related links: JFW homepage: http://www.freedomscientific.com/ JFW List instructions: To post a message to the list, send it to [email protected] To unsubscribe from this mailing list, send a message to [email protected] Archives located at: http://www.groups.io/g/jfw/threads Alternative archives located at: http://n2.nabble.com/JAWS-for-Windows-f2145279.html If you have any concerns about the list, posts received from the list, or the way the list is being run, do not post them to the list. Rather contact the list owner at [email protected]. -=-=- Groups.io Links: You receive all messages sent to this group. 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