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</o:shapelayout></xml><![endif]--></head><body lang=EN-SG link="#0563C1" vlink="#954F72" style='word-wrap:break-word'><div class=WordSection1><p class=MsoNormal>Dear ATHEN community,<o:p></o:p></p><p class=MsoNormal><o:p> </o:p></p><p class=MsoNormal>Would like to seek recommendations and advice on this case.<o:p></o:p></p><p class=MsoNormal>Student uses primarily screen reader (mainly JAWs, sometimes NVDA) for their learning environment.<o:p></o:p></p><p class=MsoNormal>When contents are not accessible, last resort is to use residual vision.<o:p></o:p></p><p class=MsoNormal><o:p> </o:p></p><p class=MsoNormal>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></p><p class=MsoNormal>Pertaining to visuals and diagrams, several approaches have been used for the service depending on type of diagram. These includes<o:p></o:p></p><ul style='margin-top:0in' type=disc><li class=MsoListParagraph style='margin-left:0in;mso-list:l0 level1 lfo1'>Verbally describing<o:p></o:p></li><li class=MsoListParagraph style='margin-left:0in;mso-list:l0 level1 lfo1'>Typed out Image description as part of the notetaking output<o:p></o:p></li><li class=MsoListParagraph style='margin-left:0in;mso-list:l0 level1 lfo1'>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></li></ul><p class=MsoNormal><o:p> </o:p></p><p class=MsoNormal>Now a discussion has been brought up by the lecturer on handling diagrams in quizzes and exams.<o:p></o:p></p><p class=MsoNormal>So far the approach has been to exempt the student from any questions needing to draw diagrams.<o:p></o:p></p><p class=MsoNormal>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></p><p class=MsoNormal><o:p> </o:p></p><p class=MsoNormal>Some of the preliminary ideas include<o:p></o:p></p><ol style='margin-top:0in' start=1 type=1><li class=MsoListParagraph style='margin-left:0in;mso-list:l1 level1 lfo2'>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></li><ol style='margin-top:0in' start=1 type=a><li class=MsoListParagraph style='margin-left:0in;mso-list:l1 level2 lfo2'>Are there any recommendations for this that are currently tested and used by students in your institute?<o:p></o:p></li></ol><li class=MsoListParagraph style='margin-left:0in;mso-list:l1 level1 lfo2'>Using a human scribe during exams to draw the required diagram based on the student’s verbal description.<o:p></o:p></li><ol style='margin-top:0in' start=1 type=a><li class=MsoListParagraph style='margin-left:0in;mso-list:l1 level2 lfo2'>This will require some parameters set regarding how the scribe neutrally interpret the student’s input description.<o:p></o:p></li><li class=MsoListParagraph style='margin-left:0in;mso-list:l1 level2 lfo2'>Also need a way to let student verify the drawn diagram by the scribe<o:p></o:p></li></ol><li class=MsoListParagraph style='margin-left:0in;mso-list:l1 level1 lfo2'>Using tactile diagrams<o:p></o:p></li><ol style='margin-top:0in' start=1 type=a><li class=MsoListParagraph style='margin-left:0in;mso-list:l1 level2 lfo2'>Not very practical on initial analysis but would love to hear if there are any cases using this approach here.<o:p></o:p></li></ol><li class=MsoListParagraph style='margin-left:0in;mso-list:l1 level1 lfo2'>Continue the exemption <o:p></o:p></li><ol style='margin-top:0in' start=1 type=a><li class=MsoListParagraph style='margin-left:0in;mso-list:l1 level2 lfo2'>What are the scenarios where full exemption will be justified as reasonable and not a fundamental alteration?<o:p></o:p></li></ol></ol><p class=MsoNormal><o:p> </o:p></p><p class=MsoNormal>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></p><p class=MsoNormal>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></p><p class=MsoNormal><o:p> </o:p></p><p class=MsoNormal>Other recommendations will be very much appreciated.<o:p></o:p></p><p class=MsoNormal>Thank you!<o:p></o:p></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><b><span style='font-family:"Arial",sans-serif;mso-ligatures:none'>Best regards,</span></b><span 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><br><br></span><span style='mso-ligatures:none'><o:p></o:p></span></p><p class=MsoNormal><o:p> </o:p></p><p class=MsoNormal><o:p> </o:p></p></div></body></html>