Re: length of jaws training

  • From: oflare <oflare@xxxxxxxxx>
  • To: jfw@xxxxxxxxxxxxx
  • Date: Sat, 3 Sep 2005 05:56:54 -0700 (PDT)

Just wanted to briefly add my voice. I teach JAWS at
my local (small) Blind Association. I have things
set-up where I teach it in three "parts."

That is, I have six sessions (once a week) that are
two hours each. The first part is "JAWS Basics." So,
that training is 12 hours and most of them don't have
a computer at home.

Then I have "JAWS Intermediate" for six weeks, two
hours a week. Finally, "JAWS Advance" for 12 more
hours. Thus, a total of 36 hours over 18 weeks.

Note, I also teach other classes (MAGic and Talking
Typer), so there may be a break between the parts,
because this is not my main job.

William O'Flaherty

--- Judith Bron <jbron@xxxxxxxxxxx> wrote:

> Frances, If only the educators in this country would
> follow your lead and insight into educating perhaps
> we would be miles ahead in solving the education
> problems in this country!  You hit a lot of nails on
> the head.  I learned basic word processing and when
> I have a question, well, you guys get it.  But you
> have to have an understanding of the computer,
> windows and the programs you will need to meet
> whatever goal you are working towards.  Judith
>   ----- Original Message ----- 
>   From: Francis Daniels 
>   To: jfw@xxxxxxxxxxxxx 
>   Sent: Friday, September 02, 2005 3:57 PM
>   Subject: Re: length of jaws training
>   I work mostly with older adults.  Even though they
> have computers at home, and have time to practice,
> they see me once a week for 2 hours at a time.  I
> give them taped and brailled material and have them
> do homework to bring back for discussion.  Even so,
> it all varies according to:
>   1. How motivated they are for learning.
>   2. How they learn.
>   3. How they take notes.  If they tape the
> material, how much time is spent reviewing what they
> taped.
>   A person's skill, compentency and ability are also
> factors here.  If a person types but has difficulty
> with pressing the correct keys, they can get
> frustrated in succeeding a particular issue.  I am
> working with a man who suffered a stroke and has
> trouble with his left hand, particularly the index
> finger.  It will take him 3 minutes to select text
> so he can cut and paste it in Word, but he can do
> it.
>   The way I teach is in small steps, highly
> structured and with a goal in mind.  Once they grasp
> that goal, we move to the next one, which includes
> part of the last goal.  I move in this fashion until
> they can put it all together.  If one student "gets
> it" ahead of the others, I have them help out with
> the other members.
>   I like to teach basic Windows concepts first, then
> illustrate dialog boxes through HJ Pad.  Then I move
> to Word basics.  You can incorporate Internet and
> email commands once they have learned word
> processing, since the techniques are similar.  I
> would mix taped material along with face-to-face
> instruction.  I hate working with tapes, since they
> never match with what I have on the screen, and you
> cannot ask a tape a question about a process.
>   In short, I don't think there is an easy answer to
> your question, Linda.  
>   Francis

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