>
> Here is a suggestion that I thought that I had read on TIPS sometime back.
>
> One way that graphs can be made available to a blind individual is to
> construct them in a three dimensional medium. Some kind of background, perhaps
> a bulletin board, could serve as a supporting medium. Then some object like
> string or clay rolled into long "strings" can serve as axes.
An idea along those lines: Glitter pens, Elmer's glue, and tape all have
different textures and, on construction paper, are efficient ways to create
such materials. And, they are much more portable!
David
\\|//
(o o)
--------oOOo-(_)-oOOo----------------
David B. Daniel, Ph.D.
Department of Psychology Associate Research Scientist
University of Maine at Farmington New England Research Institutes
234 Main Street
Farmington, ME 04938
207-778-7411
[EMAIL PROTECTED]
> From: "Dennis Goff" <[EMAIL PROTECTED]>
> Reply-To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]>
> Date: Thu, 24 Jul 2003 10:40:47 -0400
> To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]>
> Subject: RE: Blind student
ther objects
> made of clay or some other material (blocks?) could be used to construct the
> interior of the graph. The blind student would still likely need some verbal
> orientation to the figure (i.e. the maximum value on the y-axis is 9) but they
> might be able to imagine the spatial orientation of information that is
> presented in a graph this way.
>
> Good luck!
> Dennis
>
> Dennis M. Goff
> Professor of Psychology
> Randolph-Macon Woman's College
> 2500 Rivermont Ave
> Lynchburg VA, 24503
>
> -----Original Message-----
> From: Kirsten Rewey [mailto:[EMAIL PROTECTED]
> Sent: Wednesday, July 23, 2003 12:45 PM
> To: Teaching in the Psychological Sciences
> Subject: Re: Blind student
>
>
>> 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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