College Survival Skills for Students who are Blind

Donna MyersSpring Grove, PA

dxm303@verizon.net

ATP Fall 2008 Workshop

• When an individual who is blind makes a decision to further his/her education, the first steps are to:– Learn about the University’s policies and

procedures that apply to all students– Learn requirements of the courses needed to

begin the educational process– Learn what is required for specific majors

• Colleges and universities have a responsibility to support and enhance the efforts of all individuals enrolled in their institutions. Every student should be assured the opportunity for academic achievement and degree completion.

What is meant by a reasonable accommodation?

– "A reasonable accommodation is a modification or adjustment to an activity to allow participation by a person who has a disability"(Long p.2).

What is a reasonable amount of time to provide requested information to the

student?

• Along with the requirements set forth in the Rehabilitation Act of 1973, The Americans with Disabilities Act (ADA) articulates college and university responsibility for providing accessible information. Specifically, Title V, Subpart I, requires public entities to ensure that communications (both written and oral) with individuals with disabilities are as effective as communications with other students.

Who is responsible for assuring reasonable accommodations for the needs of those

who must intake information differently?

• When individuals with visual impairments are enrolled in colleges and universities it becomes the responsibility of these organizations to support and assure reasonable accommodations for the needs of those who must intake information differently or in an alternative format.

Instructor-Student Communication• The instructor must be prepared to provide

information that can be understood and used by the student

• The instructor can help other students understand the importance of being verbally descriptive when providing information to the class

• The student needs to have sufficient time and opportunity to prepare for the class

• The student has the opportunity to share with the instructor any special needs or helpful tips for making material accessible

Alternative Format

• Any Information that the student feels is necessary to maintain their independence and allow for their success could be made available to a visually impaired person in an alternative format. It is important that the information be provided, if at all possible, in the format that is preferred by the visually impaired student.

Equally Effective Communications• “Equally effective communications” can be

ensured through the provision of instructional materials in alternative formats, such as:

• Braille• Electronic text• Audio tapes • Large print• Information provided on disc such as a Micro Soft

Word document or as an attachment to their e-mail account

Equally Effective Communications, con’t

• Any class handouts that are not straight text or that have graphics should be provided on disc or white paper in advance, so that arrangements can be made to have the information converted to alternative format

• Printed information that is provided in class, on overheads or on chalkboards should be read aloud and given in a descriptive format for the visually impaired student’s understanding.

What is a “timely basis”?

• A “timely basis” is defined as “the same time as sighted students received their handouts or were assigned the actual portions of text in books"(Dote-Kwan, Senge).

Text Books

• If the administration and staff are supportive in working with the student in choosing courses in advance and giving the student the information needed to be familiar with the required text, the student should be partially responsible for acquiring the text in an alternative format that is suitable to his/her needs.

Electronic Files• Who provides electronic files for students with

disabilities?• Cengage Learning Permissions Request (formerly

Thomson Learning)• Cengage Learning can provide digital text or PDF

files to replace the print text for a student with a verified disability enrolled in a class where the Cengage text has been adopted. The request must be submitted by the school office of disability services or a designated authorized entity. The student or school must purchase the text and the student is expected to sign an end user agreement.

Formatted text may also be found at the following sites:

• 1. Braille: The American Printing House for the Blind

• www.aph.org.• 2. Braille and audio: The National Library

Service for the Blind and Physically Handicapped (NLS)

• www.loc.gov/nls

Testing & FAQ’s• 1. Can somebody request that a faculty member

put their tests/exams on disk and grade them on disk?

Testing & FAQ’s, cont

• 2. If a handout distributed in class is not scannable, can a request be made to have it provided in alternative format?

Testing & FAQ’s, cont

3. What other testing accommodations might be available?

Testing AccommodationsTest on computer with:

• Refreshable Braille display• Screen enlargement software• Large monitor• Screen magnifier in front of regular monitor• Speech output• Complete copy of Braille/tactile graphics test• Complete copy of large print test• Complete copy of regular print test, as allowed

by the state

Instructor – Student Communication: Testing

• Make sure that all testing accommodations are discussed and indicated in writing in conjunction with the campus disabilities office.

• Make sure that accommodations to be used in testing situations are discussed relative to approved accommodations on particular tests.

• Not every exam requires the same accommodations.

Student Checklist for Using Accommodations

• Personally advocate for the accommodations you need in testing

• Make sure you can use the accommodations as independently as possible

• Ask your instructor to work with you on test-taking skills that include understanding various test item formats, reading and producing various graphic formats, taking the practice test using the accommodations you need

• After the testing is over, share with your learning support specialist and instructor any problems that were experienced during the testing, so that together you can work on any issues.

Mobility and Orientation

• Specialized services are the key to safety, dignity, productivity, and independence for people who are blind or visually impaired.

Mobility and Orientation, con’t

• Students who are blind or visually impaired have learned effective solutions to the challenges brought about by vision loss; however, these solutions are not immediately obvious.

Long Canes

• People who are blind learn how to use and store their canes safely. It is their responsibility to do so at all times.

Some Words of Advice When Meeting a Guide Dog Team

• As tempting as it may be to pet a Guide Dog, remember that this dog is responsible for leading someone who cannot see. The dog should never be distracted from their duty. A person’s safety may depend on their dog’s alertness and concentration.

Assistive Technology Definitions

• Assistive Technology Device- Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.

Vision Disabilities

Some common AT devices used to assist with learning for students with low vision:

• Magnifiers (handheld & computer screen)• Screen readers• Books on tape• Software for Vision Disabilities

Some common AT devices used to assist with learning for students who are blind:

• Braille embossers• Books on tape• Software for Vision Disabilities

Software for Vision Disabilities

ZoomText Magnifier and Screen Reader

• Flexible magnification • All-color smoothing • Enhanced screen colors • Visible pointers and

cursors • Web link finder • Desktop program finder

• Complete screen reading • Automatic document

reading • Full Internet accessibility • Text Navigation • Typing and mouse echo • Special application

support • For more information:

www.aisquared.com

Software for Vision DisabilitiesJAWS®• Most popular screen reader worldwide• Works with your PC to provide access to today’s

software applications and the Internet• With its internal software speech synthesizer and the

computer’s sound card, information from the screen is read aloud, providing technology to access a wide variety of information, education and job related applications

• Outputs to refreshable Braille displays, providing unmatched Braille support of any screen reader on the market

• For more information: www.freedomscientific.com

Interactions

• With better understanding of the full significance of the Americans with Disabilities Act and by keeping open communications, all obstacles can be overcome (www.ada.gov).

Some Suggestions for Interacting with a Blind Individual (1)

• Treat me as you would anyone else. I do the same things as you do, but sometimes use different techniques.

• Speak in a normal tone of voice. Blindness doesn’t equal hearing loss.

• Talk directly to me, not to my companion. Loss of sight is not loss of intellect.

• When entering a room, identify yourself; when exiting, be sure to mention that you are leaving.

Some Suggestions for Interacting with a Blind Individual (2)

• Address me by name so I will know you are speaking to me

• If you leave me alone in an unfamiliar area, consider offering me an orientation clue, such as “The door is to your left”

• Don’t worry about using common, everyday words and phrases like “look,” “see” or “watching TV” around me

• If I look as though I may need assistance, ask. I’ll tell you if I do

Some Suggestions for Interacting with a Blind Individual (3)

• If I am about to encounter a dangerous situation, voice your concerns in a calm and clear manner

• Pulling or steering me is awkward and confusing. It’s really not helpful

• Avoid grabbing my arm, and please don’t touch my long cane or guide dog’s harness

• Ask, “Would you like me to guide you?” Offering your elbow is an effective and dignified way to lead someone who is blind.

Some Suggestions for Interacting with a Blind Individual (4)

• Do not be afraid to identify yourself as an inexperienced sighted guide and ask for tips on how to improve

• Using audible cues, such as a tap or pat on an object (such as a chair or doorway) is a good technique for showing me their location. Commenting, ‘Here’s the chair,’ while tapping on it helps me to quickly locate it

Some Suggestions for Interacting with a Blind Individual (5)

• Be sure to give useful directions. Phrases such as “across the street” and “left at the next corner” are more helpful than vague descriptions like “over there”

• Leave doors all the way open or all the way closed. Half-open doors or cupboards are dangerous

• Moving chairs or other objects around, especially in a familiar environment, winds up being more confusing for me than helpful

• Be sensitive when questioning someone about their blindness. This is personal information and boundaries should be respected (www.gdftb.com)

Some Suggestions for Interacting with a Blind Individual (6)

Conclusion

• Most importantly, be at ease with each other and enjoy the time spent together to the fullest (afb.org).