it turns out she has a partial blindess (actually 20/200 vision), and she requests only that all handouts and test materials be enlarged 120% and be free of distortion. From what the author of that web site tells me, whose name I will omit to save everyone acid reflux, she had a hell of a time getting professors to comply with this and often was asked to have her fiance make the copies for her. Their TAs always whined about it and she frequently ended up in mediation proceedings that put a strain on relationships with faculty.
K.
From: Kirsten Rewey <[EMAIL PROTECTED]>
Reply-To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]>
To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]>
Subject: Re: Blind student
Date: Wed, 23 Jul 2003 11:44:43 -0500
I will be teaching a completely blind student next semester in my general psychology course. The text and readings will be available on audio tape, but I am looking for TIPS, which is the point of this list. The major difficulty is that I make extensive use of graphics in the lectures (graphs, pictures, diagrams, etc) and routinely use video clips to make points. I have been in touch with all of the obvious offices and agencies.�
Comments, suggestions, advice, etc. are welcome.�
Tom Hershberger
I concur with Stacy Anderson's earlier e-mail: whether or not the student has been blind since birth makes all the difference in the world! Last year I had a completely blind student in a stats & methods course. Because the student became blind gradually she could rely on some memories to facilitate learning some of the more complex equations (e.g., a capital sigma is like a "W" on it's side). The only real accomodation she needed in lecture was that we (faculty and I) had to spend a little more time explaining graphs, figures, and equations.
Tom, one other thing you might consider is having the student work with a TA (if you have one). The blind student in my class found it immensely helpful to meet with her section leader (grad TA) every week during his office hours so that she could get clarification on the more visual components of the material.
I must also say that working with a blind student has been one of the most challenging and rewarding experiences I've had because it forced me to find ways to explain things without using equations, graphs, etc. as a visual 'crutch.'
Have fun and good luck!
Kirsten
-- Kirsten Rewey, Ph.D. | Coordinator of Introduction to | Research Methods and Statistics | "We must become the change we want to see in the world." Department of Psychology |�� University of Minnesota | Mahatma Gandhi N218 Elliott Hall | 75 East River Road | Minneapolis, MN 55455 | (612) 625-0501 | ______________________________________________________________________________
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