National Council of Teachers of Mathematics 79 th Annual Conference Orlando, Florida

1. Mathematical In”Sight” for the Blind and Visually Impaired National Council of Teachers of Mathematics 79th Annual Conference Orlando, Florida Tennessee Association for Developmental Education 22nd Annual Conference Gatlinburg, TN October 30, 2006 Math World: New Standards for the New Millennium

2. Mathematical In”Sight” for the Blind and Visually Impaired National Council of Teachers of Mathematics 79th Annual Conference Orlando, Florida Presenter Information Kay Haralson, Associate Professor of Developmental Mathematics, Austin Peay State University, haralsonk@apsu.edu Bryon Kluesner, Adaptive Technology Coordinator, Office for Students with Disabilities, University of Tennessee, Chattanooga Diana Whitson, DSP Math Tutor, Austin Peay State University Math World: New Standards for the New Millennium

3. State supported liberal arts institution • Clarksville, Tennessee • Approximate enrollment of 9000 students • Approximately 900 students in DSPM Fall 2006

4. Computer-Based Delivery Background Info • All DSP developmental mathematics courses converted to computer-based delivery Fall 2005 • Courses use Addison-Wesley textbook packaged with access code for CourseCompass computerized course using MyMathLab resources • Students enroll in specific sections, class attendance is mandatory, assessments taken in class • Instructor lecture is minimal, section handouts are available to students which summarize section material and demonstrate examples

5. Problems with Computer-Based Delivery for Blind or Visually Impaired Students • Video lectures are used with the computer-based course. • All homework is computer-based, exercises must be read from the computer and answers typed into the computer. • Quizzes, practice tests, chapter tests, and the final exam are also computer based. • A student who is blind cannot see any portion of the computer-based course materials. • A student with a visually impairment cannot see course materials without some type of modification.

6. Problems with Computer-Based Delivery for Blind or Visually Impaired Students • Open Book Text Reading Program cannot interpret mathematical diagrams, graphs, or equations. • JAWS Reading Program cannot interpret video, or mathematical diagrams, graphs, or equations. • Student cannot see the graphing calculator.

7. Adapting Instruction • Spring 2006 a student with no vision was enrolled in an Intermediate Algebra class. It became apparent very quickly that he would not be able to complete the class without extreme modifications. • The student stayed in the classroom during the first few minutes of class while the instructor went over the day’s objectives and presented a brief discussion of section(s) to be covered that day. • Student has a heighten sense of hearing, so staying in the classroom was too disruptive

8. Adapting Instruction • Student had DSPM 0800 before he lost his sight, so has the ability to “visualize” problems • The student worked with a math tutor in a separate room, clarifying any questions he had on course material discussed. • The tutor logged the blind student into the computerized course, read the problems and described the graphs, tables and equations for the examples and homework.

9. Adapting Instruction • Student could not read Braille very well, but was able to write problems down when read to him, even though he could not see them • Student worked through steps on paper, reading what he was writing to the tutor so the tutor could write it also • The instructor and tutor had to be careful to word explanations appropriately and repeat steps when demonstrating problems. • Graphs, diagrams, etc., had to be explained in detail so student could understand concepts

10. One-on-One Testing • Student required the assistance of the instructor or tutor to take any type of assessment that was submitted on the computer • Some tests were given over a two day period, part with the tutor and part with the instructor • Problems that required a visual display of a graph had to be described to the student • Paper student used to work problems and paper on which the instructor or tutor wrote what the student was saying was filed with his tests as documentation of work

11. Adaptive Technology • Talking TI scientific calculator (talking TI graphing calculator is not available) • Peg graph board; allowed student to feel graphs • Raised line drawing kit; allowed student to feel graphs on special paper • Tape recording lectures when needed • Computer “reader” to read scanned texts • Zoom Text program enlarges screen for the visually impaired with some sight

12. Positive Outcomes • The student made an A in course; highest grade in class • The success of the student in the course boasted his confidence in other classes and reinforced his belief in his ability to earn a college degree • His success served to motivate sighted students who were struggling in the course • The student answered questions during class discussion and would explain problems to other students

13. Positive Outcomes • The experience of working with this student prepared the tutor for similar experiences that might occur during other teaching opportunities • The presence of this student in our computer-based course forced our program to develop a plan to meet the needs of blind or visually impaired students • The department was better prepared this semester to meet the needs of another visually impaired student

14. Difficult Issues • Partial isolation of student to provide a place where student and tutor could talk, and to provide a distraction free environment • Excessive amount of one-on-one assistance needed to do homework, quizzes, and tests • Determining how cost of special tutoring would be paid • Keeping course expectations equal, while adapting delivery and assessment strategies • Student tutor felt uncomfortable with her belief that the success of the student was dependent upon her.

15. Disability Issues • The tutor was paid through Vocational Rehabilitation. Time sheets had to be returned in a timely manner so tutor would be paid regularly. • The student had to schedule transportation to and from campus through the van service or friends; this caused anxiety and concern that transportation would be reliable. • The student had to receive orientation and mobility training in order to navigate the campus. • The student required priority registration for classes in order to have class rooms that were close in proximity.

16. Disability Issues • Instructors had to modify course content to fit the learning needs of the student. • Textbook could not be provided in a suitable format to fit the needs of the student. • A talking TI graphing calculator is not available. • If the student tested in the Disability Office in other courses, office staff had to be proficient in the course content.

17. Resources Available • Open Book Text Reading Program • JAWS Reading Program • Zoom Text Software • Textbooks on tape • Textbooks in Braille • Hire readers to record Textbooks on to tape if alternative versions were not available

18. haralsonk@apsu.edu or go to the website: www.apsu.edu/haralsonk and click on Visually Impaired-TNADE 2006 Mathematical In”Sight” for the Blind and Visually Impaired To receive a copy of the power point presentation of this session, e-mail your request to: