[bksvol-discuss] Re: about braille
- From: Guido Corona <guidoc@xxxxxxxxxx>
- To: bksvol-discuss@xxxxxxxxxxxxx
- Date: Thu, 20 May 2004 08:07:58 -0500
Elizabeth, taking notes with a slate and a stylus is very convenient, and
as efective as taking notes with pencil and paper.
In those situations where electronic notes are taken by sighted and
sighted professionals, Braille grade 2 users may be at a slight speed
advantage oer any user of uncontracted notes.
If an employer disallows the recording of a meeting by a blind employee
who has no access to either Braille or electronic notetaking, the
employer may be in potential violation of the ADA, as they are refusing
reasonable accommodation.
Guido
Guido D. Corona
IBM Accessibility Center, Austin Tx.
IBM Research,
Phone: (512) 838-9735
Email: guidoc@xxxxxxxxxxx
Visit my weekly Accessibility WebLog at:
http://www-3.ibm.com/able/weblog/corona_weblog.html
"E." <thoth93@xxxxxxxxxxxxx>
Sent by: bksvol-discuss-bounce@xxxxxxxxxxxxx
05/20/2004 03:42 AM
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[bksvol-discuss] Re: about braille
How they get through college is one thing. Perhaps audio is enough. But
for the work world, if at all possible, please learn braille if you cannot
see enough to read print. Learning braille or being able to write print
allows a person to take notes. Otherwise, you will need to use a computer
I suppose to take notes in a meeting. I can hear folks ask about taping
meeting. My experience is though it is technically possible to tape a
meeting, socially it often presents issues for folks in a meeting in a
corporation who may not want a taped copy of a meeting to exist.
E.
At 12:21 PM 5/17/2004, you wrote:
>Paul,
>
>I agree. Access to information is crucial to accomplishing college
courses.
>I think students should gain the necessary skills to utilize all forms of
>materials available to them.
>
>I do believe that reading is different than listening because one has to
>know the rules that govern the written language and formulate their own
>interpretations while listening only deals with the comprehension of the
>material. Does this mean that individuals who do not read cannot succeed
in
>college? I do not believe this is the case as long as they know how to
>access information.
>
>In my graduate courses, we are given the necessary information to assist
>children/adults in accessing information whether they have to read it
>themselves or have it read to them.
>
>Sharon
>----- Original Message -----
>From: "Edwards, Paul" <pedwards@xxxxxxxx>
>To: <bksvol-discuss@xxxxxxxxxxxxx>
>Sent: Monday, May 17, 2004 10:37 AM
>Subject: [bksvol-discuss] Re: about braille
>
>
> > The primary issue here is comprehension. I have a huge problem with
the
>notion that listening is not reading. It is creating immense problems
for
>those people who are blind who do not have access to braille or large
print
>because of their physical condition. I am really bothered by purists who
>are preventing kids who are blind from graduating from high school
because
>they cannot "read"
> >
> > We have also had immense success by providing access to speech
technology
>for students with certain learning disabilities and also for some
autistic
>students. The issue is developing a capacity to acquire and retain
>information. However that is done seems somewhat irrelevant to me. I am
an
>avid braille reader and a good audio reader and, even though I am totally
>blind and have always been so, learning tests say I am a visual learner.
I
>have no notion of what that has to do with the price of cheese but pass
it
>on for the sake of a grin.
> >
> > My point in even raising this question on this list is to suggest
that
>far too often, teachers and parents make decisions about how children
should
>learn that have the effect of limiting their progress. I am tired of
>dealing with students coming into college essentially illiterate,
especially
>when technology can make such a difference. The issue ought to be
>information acquisition and retention, not "reading".
> >
> > Paul
> >
> >
> > Paul Edwards, Director
> > Access Services, North Campus
> > Phone: (305) 237-1146
> > Fax: (305-237-1831
> > TTY: (305) 237-1413
> > Email: pedwards@xxxxxxxx
> > home email: edwpaul@xxxxxxxxxxx
> >
> > -----Original Message-----
> > From: Sharon Jackson [mailto:dolly1025@xxxxxxxxxxx]
> > Sent: Saturday, May 15, 2004 3:18 PM
> > To: bksvol-discuss@xxxxxxxxxxxxx
> > Subject: [bksvol-discuss] Re: about braille
> >
> >
> > In my graduate classes, we have debated over the issues of print
and/or
> > Braille are forms of reading media, but screen readers and audiotapes
are
> > not. I believe this is true since the screen readers and audiotapes
read
>to
> > you while the others you read yourself. I guess it would depend on
the
> > person and how much information they can retain from any form of
>information
> > access. I believe everyone should use what options are available to
them,
> > therefore, students should learn what is available and base their
options
> > according to their preferences and not just what they are shown.
> >
> > Sharon
> > ----- Original Message -----
> > From: "Kellie Hartmann" <kellhart@xxxxxxxxxx>
> > To: <bksvol-discuss@xxxxxxxxxxxxx>
> > Sent: Saturday, May 15, 2004 2:08 PM
> > Subject: [bksvol-discuss] Re: about braille
> >
> >
> > > Hi Liz,
> > > Your story about the child using only CCTV is just the kind of thing
>that
> > > irritates me so much. That girl will probably get into college and
wish
> > that
> > > she knew braille, especially if she happens to lose what vision she
has.
> > >
> > > I really believe that reading braille and reading with audio are two
> > totally
> > > different things, just as much as reading print and listening are
> > different.
> > > I do enjoy audiobooks, but I process information from them and from
> > braille
> > > in very different ways. If there is information that I really need
to
> > study
> > > and remember I do much better if it's in braille. I once had to use
an
> > audio
> > > version of a linguistics text, and although it was beautifully done
I
> > found
> > > myself having to take extensive notes just to keep my mind focused
> > > sufficiently. If the book had been in braille I would have taken
very
>few
> > > notes, if any. I know that other people don't have this dichotomy
and
>can
> > > absorb audio material as well as they absorb print, but it would be
> > > impossible to know that with a young child, so they need to be
taught
> > both.
> > > As you say, everyone will eventually make their own choices about
what
> > > they've been taught, but the more choices you have the better.
> > >
> > > As for spelling, braille can cause its own problems there too. When
I
>was
> > in
> > > school they made sure that I wrote the answers to my spelling tests
in
> > grade
> > > 1, and later I typed them on a typewriter. That's one thing that
using a
> > > computer can help with. I had to laugh the other night when I wanted
to
> > > write in my journal. I've been using so many foreign language
braille
> > codes
> > > as well as doing most of my writing on the computer, and it took me
a
> > while
> > > to remember how to type in grade 2 braille. <lol> I read braille
every
> > day,
> > > but I guess I don't write it very often anymore.
> > > Kellie
> > >
> > >
> > >
> >
> >
> >
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