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<p class="MsoNormal">What I am hearing in this question is a question that seems to boil down to:<o:p></o:p></p>
<ol style="margin-top:0in" start="1" type="a">
<li class="MsoListParagraph" style="margin-left:0in;mso-list:l4 level1 lfo10">Are there course aspects that can only be conveyed by diagrams?<o:p></o:p></li><li class="MsoListParagraph" style="margin-left:0in;mso-list:l4 level1 lfo10">Could these aspects create a barrier to the student in demonstrating mastery of the course?<o:p></o:p></li></ol>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoListParagraph">Could 3-d tactile representations be a possibility? Manipulatives can be used in some situations where a student might capture the relationships between data, information or outcomes.
<o:p></o:p></p>
<p class="MsoListParagraph"><o:p> </o:p></p>
<p class="MsoListParagraph">Could the professor, as the subject matter expert, create alternate text descriptions that convey the information appropriately? If this is true, than I would suspect that the student could demonstrate mastery via oral or text description.
<o:p></o:p></p>
<p class="MsoListParagraph"><o:p> </o:p></p>
<p class="MsoListParagraph">Is mastery of the software an essential aspect of the course? Equitable exams do not always occur in the same manner as other exams.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">I’ve been involved with higher ed for over thirty years and have helped create accessibility for academic materials for a large variety of courses at all levels. I do not recall any instances where we failed to find a solution that could
work – so I suggest you keep your chin up and keep asking questions.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">I hope my input is helpful.<o:p></o:p></p>
<p class="MsoNormal">Best regards,<o:p></o:p></p>
<p class="MsoNormal">Cath <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal"><b><span style="mso-ligatures:none">From:</span></b><span style="mso-ligatures:none"> athen-list <athen-list-bounces@mailman12.u.washington.edu>
<b>On Behalf Of </b>Nix Sang<br>
<b>Sent:</b> Monday, January 29, 2024 9:54 AM<br>
<b>To:</b> athen-list@u.washington.edu<br>
<b>Subject:</b> [Athen] Accommodations for Blind/Low Vision Computing Student - re Diagrams in Exams<o:p></o:p></span></p>
</div>
</div>
<p class="MsoNormal"><o:p> </o:p></p>
<p><strong><span lang="EN-SG" style="font-size:10.5pt;font-family:"Calibri",sans-serif;background:#FFFF99">EXTERNAL MAIL:
<a href="mailto:athen-list-bounces@mailman12.u.washington.edu"><span style="font-weight:normal">athen-list-bounces@mailman12.u.washington.edu</span></a>:</span></strong><span lang="EN-SG" style="font-size:10.5pt;background:#FFFF99"> Do not click links or open
attachments unless you recognize the sender and know the content is safe. Please contact your college IT Help Desk if you have any questions</span><span lang="EN-SG"><o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG">Dear ATHEN community,<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG"><o:p> </o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG">Would like to seek recommendations and advice on this case.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG">Student uses primarily screen reader (mainly JAWs, sometimes NVDA) for their learning environment.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG">When contents are not accessible, last resort is to use residual vision.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG"><o:p> </o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG">During the course, student utilises visual interpretation service which is a myriad of tasks carried out by a human service provider depending on the student’s request based on the module’s nature.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG">Pertaining to visuals and diagrams, several approaches have been used for the service depending on type of diagram. These includes<o:p></o:p></span></p>
<ul style="margin-top:0in" type="disc">
<li class="MsoListParagraph" style="margin-left:0in;mso-list:l0 level1 lfo3"><span lang="EN-SG">Verbally describing<o:p></o:p></span></li><li class="MsoListParagraph" style="margin-left:0in;mso-list:l0 level1 lfo3"><span lang="EN-SG">Typed out Image description as part of the notetaking output<o:p></o:p></span></li><li class="MsoListParagraph" style="margin-left:0in;mso-list:l0 level1 lfo3"><span lang="EN-SG">Redrawing the diagram in scalable format to allow student to zoom in without losing clarity (in this case student will be using residual vision and magnifier to
access)<o:p></o:p></span></li></ul>
<p class="MsoNormal"><span lang="EN-SG"><o:p> </o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG">Now a discussion has been brought up by the lecturer on handling diagrams in quizzes and exams.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG">So far the approach has been to exempt the student from any questions needing to draw diagrams.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG">However, as the course goes on at higher levels at some point, such exemption might be regarded as a compromise in the assessment objective.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG"><o:p> </o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG">Some of the preliminary ideas include<o:p></o:p></span></p>
<ol style="margin-top:0in" start="1" type="1">
<li class="MsoListParagraph" style="margin-left:0in;mso-list:l1 level1 lfo6"><span lang="EN-SG">Using an accessible diagram drawing and reading software compatible with screen reader that cater for computing / engineering / math type of components<o:p></o:p></span></li><ol style="margin-top:0in" start="1" type="a">
<li class="MsoListParagraph" style="margin-left:0in;mso-list:l1 level2 lfo6"><span lang="EN-SG">Are there any recommendations for this that are currently tested and used by students in your institute?<o:p></o:p></span></li></ol>
<li class="MsoListParagraph" style="margin-left:0in;mso-list:l1 level1 lfo6"><span lang="EN-SG">Using a human scribe during exams to draw the required diagram based on the student’s verbal description.<o:p></o:p></span></li><ol style="margin-top:0in" start="1" type="a">
<li class="MsoListParagraph" style="margin-left:0in;mso-list:l1 level2 lfo6"><span lang="EN-SG">This will require some parameters set regarding how the scribe neutrally interpret the student’s input description.<o:p></o:p></span></li><li class="MsoListParagraph" style="margin-left:0in;mso-list:l1 level2 lfo6"><span lang="EN-SG">Also need a way to let student verify the drawn diagram by the scribe<o:p></o:p></span></li></ol>
<li class="MsoListParagraph" style="margin-left:0in;mso-list:l1 level1 lfo6"><span lang="EN-SG">Using tactile diagrams<o:p></o:p></span></li><ol style="margin-top:0in" start="1" type="a">
<li class="MsoListParagraph" style="margin-left:0in;mso-list:l1 level2 lfo6"><span lang="EN-SG">Not very practical on initial analysis but would love to hear if there are any cases using this approach here.<o:p></o:p></span></li></ol>
<li class="MsoListParagraph" style="margin-left:0in;mso-list:l1 level1 lfo6"><span lang="EN-SG">Continue the exemption
<o:p></o:p></span></li><ol style="margin-top:0in" start="1" type="a">
<li class="MsoListParagraph" style="margin-left:0in;mso-list:l1 level2 lfo6"><span lang="EN-SG">What are the scenarios where full exemption will be justified as reasonable and not a fundamental alteration?<o:p></o:p></span></li></ol>
</ol>
<p class="MsoNormal"><span lang="EN-SG"><o:p> </o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG">Noting that any new approaches require student to go through training especially if student has not using said software in the course, and suddenly needing to use in a time sensitive environment like exam might not be
feasible.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG">But then if this is the best approach for equitable experience without compromising learning objective, we could suggest the student start using it early so it can be used for the rest of the modules in the degree.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG"><o:p> </o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG">Other recommendations will be very much appreciated.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG">Thank you!<o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:12.0pt"><b><span lang="EN-SG" style="font-family:"Arial",sans-serif;mso-ligatures:none">Best regards,</span></b><span lang="EN-SG" style="font-family:"Arial",sans-serif;mso-ligatures:none"><br>
<b>Nix Sang</b><br>
Pronouns: She, Her, Hers<br>
<b>Connect: <a href="https://www.linkedin.com/in/nixsang/" target="_blank"><span style="color:#1155CC">LinkedIn</span></a> | <a href="https://www.facebook.com/nixsang" target="_blank"><span style="color:#1155CC">Facebook</span></a></b></span><span lang="EN-SG" style="mso-ligatures:none"><o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG"><o:p> </o:p></span></p>
<p class="MsoNormal"><span lang="EN-SG"><o:p> </o:p></span></p>
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