Blindness

Background

My name is Robbie and I am blind. I have been using computers for several years and consider myself "computer-proficient". I access the computer via a combination of speech output (Jaws for Windows™) and a dynamic Braille display. I am presently enrolled in the Computer Programming program at the local community college. One of the courses required in the program is Database Concepts. The Database Application used in this course is Microsoft Access, an application that is run under Microsoft Windows™, a point-and-click environment.

When writing text or equations on the board or in PowerPoint, it is important to clearly say aloud what is being written. When mathematical expressions and formulae are involved, attention to detail, such as capitalization and the placement of parentheses, is crucial. If graphs are presented, the features relevant to the material being covered should be described during the lecture. Avoid vague terms such as "this", "that", "here", and "there".

Mathematics and science are disciplines that have historically communicated ideas visually. This is especially true of formulas and equations, where relationships between parts are understood by their spacial relationship to one another. Communicating these same ideas to people who are unable to see poses significant challenges. However, a variety of solutions exist.

Historically, the World Wide Web has not provided a simple means for presenting math content online. Mathematicians and scientists typically use software such as TeX and LaTeX for typesetting complex formulas and then convert these formulas to images for presentation online.

Despite the national focus on math education over the past several years, American students' math skills still lag behind their peers from other industrialized countries. The low math skills of the nation's 6.5 million students with disabilities is even more problematic. Results from the National Assessment of Educational Progress show there is great disparity between the math skills of students with disabilities and students without disabilities.

Although each situation is different and the student is the best source of information regarding useful accommodations, the following are some accommodations that should help to make the laboratory safer for students with visual impairments and all of the students in your class:

Individuals who are blind cannot access visual material presented on the computer screen or in printed materials. Fortunately, specialized hardware and software can make computer systems usable by individuals who are blind.

Input

Most individuals who are blind use standard keyboards; however, Braille input devices are available. Braille key labels can assist with keyboard use.

DotsPlus Braille is a two dimensional Braille format designed to express complex mathematical equations in a format similar to standard print math notation. DotsPlus Braille allows standard Braille and tactile graphical math symbols to be used simultaneously within spatial equations in a form identical to that used in standard printed math documents.

Low vision is used to describe a loss of visual acuity while retaining some vision. It applies to individuals with sight who are unable to read a newspaper at a normal distance of viewing, even with the aid of glasses or contact lenses. People with low vision often need adaptations in lighting and/or enlarged print to read something. There are two specific types of low vision:

Providing Braille materials for students, faculty, and staff who request them and for whom this accommodation is considered reasonable is typically considered the responsibility of the postsecondary institution. Schools differ in processes established for creating Braille materials. In many schools, students who wish to request academic accommodations must register with a campus disability services office and provide proper documentation of their disabilities.