Presentation on theme: "Don’t make the blind kid play Dodge ball. Who are you? Angie: Librarian born with a visual impairment Dale: PhD in rehabilitation counseling, MLS and."— Presentation transcript:
Who are you? Angie: Librarian born with a visual impairment Dale: PhD in rehabilitation counseling, MLS and instructor at Emporia State University
Students with disabilities 99% of public colleges enroll students with disabilities. Students are under no obligation to disclose disabilities unless they are requesting accommodations. Disabilities are often hidden….until they are forced into the open.
Why worry about it? Library Instruction is often about making students comfortable and familiar with the library. A student who is alienated cannot do that. Paying attention to the needs of students with disabilities also makes it easier to accommodate students with different learning styles. Think about your elementary/ high school gym experience….
Accommodations with benefits Curb cuts are used by people with strollers or rolling bags. People who don’t “need” large print often find it easier to read Closed captions are used by people who don’t “need” them
We are all TABs Age, disease and accident will diminish most human’s physical and/or cognitive abilities.
Common problems with library instruction games Require physical dexterity Require navigating unfamiliar territory Require using ADA accessible routes that may not be readily apparent Require students to use computers without adaptive technology
What to do Work to include students in the flow of things as much as possible. Consider whether or not a planned activity could exclude students with disabilities What accommodations can you make the the activity? Can you make accommodations on the fly? The following slides provide examples and solutions.
Online jigsaw puzzle Requires dexterity and visual acuity Does not respond to magnification or screen readers Use only if you know your students do not require accommodations.
Scavenger Hunts Physically orienting to a new space is difficult for students with visual or mobility impairments. Navigating new spaces can also present challenges to students on the Autism Spectrum How accessible is your library?
Making scavenger hunts better Offer a brief (5 minutes) physical tour of the library Know the accessible route to all the destinations in the library Make sure any competition is all in fun and make the prizes minor. Take a critical look at your signage….could someone with a visual impairment make use of it?
Library’s best beach ball Catching a thrown object is difficult for students with visual or mobility impairments To randomize the things students look at try a random list generator like http://www.random.orghttp://www.random.org
Library Quest Students answer questions using library resources. Answers are written on large sticky notes and posted in the front of the classroom with the rules being projected on a screen Be sure to read any rules aloud and have at least one copy that students with visual or print disabilities can hold and read during the game. Read the answers aloud, don’t just count on one student to mark them.
Youtube Detective Students watch a youtube video, of their choice, and use it to find both scholarly and popular information about the contents of the video. Many youtube videos are not captioned and/or images are not of sufficient quality for visually impaired students to use. Allow students to dissect a meme, Facebook post, e- mail or other lore they are interested in. Help students find captioned videos.
Comic book storytelling Students write a script and use an iPad (and ap!) to create a comic book exploring the library. The ap is not friendly to students with severe visual impairments. Ipads can be very awkward for people with mobility or dexterity issues. Students can instead be prompted to tell a story about the library in a way that works for them.
1 minute paper Exit Pass Writing on the fly present challenges for people with visual, print and mobility disabilities. Generally a low risk activity that can be modified by accepting verbal feedback or papers at a later time.
For more information Angie Brunk email@example.com@emporia.edu Dale Monobe firstname.lastname@example.org