The needs of two visually impaired students have come to light this term. The first student said nothing until the end of the session when he informed a colleague that he found the white mouse marker difficult to follow on the SMARTboard. Consequently, we have all changed the accessibility settings on our log ins and a much larger black arrow is used.
The next student came with a classroom supporter and so was identifiable from the start. Single slide PPT handouts were prepared and feedback form, and other print resources hastily printed out in 20 point type size! As a series of sessions had been booked with this learner's class, it was possible to have subsequent resources all ready to hand to her at the beginning of a session.
On reflection, we have reminded those booking library skills sessions to specifically ask tutors to let us know of special needs.
A separate 1:1 (an eConsultation) session was arranged with the second student to look at the accessibility features of eBooks - an hour was given (double the usual time) in view of her difficulties. IT skills were also challenging for this student so time was taken to 'bookmark' the library catalogue, moodle and Athens log in page on her laptop.
A second session with this student resulted in a quick tour of the library and identifying books which she subsequently borrowed - here more difficulties were encountered as the self-issue scout machines are positioned where they get maximum glare from sunlight and the type face used is very small! Fortunately, a member of staff is usually around to help out.
On reflection, I contacted one of the LDD support staff who explained the software they use to translate teaching resources into speech. A visit to this department for a demonstration and explanation of other aspects of their work is booked for the middle of December.
All in all, a useful term from the point of view of empathising with LDD students and finding out how the College supports teaching and learning in this context
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