Sour grapes.
I know.
This doesn't have anything to do with JAWS.
Maria Campbell
[email protected]
When the power of love overcomes the love of power, the world will know peace.
--Attributed to Jimi Hendrix
On 2/5/2016 6:20 AM, Gerald Levy wrote:
And what does this have to do with JAWS?
Gerald
-----Original Message----- From: Angel
Sent: Friday, February 05, 2016 7:10 AM
To: [email protected]
Subject: Re: Improving my teaching approach and/or sensitivity
I can learn much from your diplomacy. Thank you for teaching me.
----- Original Message ----- From: "Robin Frost" <[email protected]>
To: <[email protected]>
Sent: Thursday, February 04, 2016 7:44 PM
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
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