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Approved-By:  Bill McGarry <wtm@SHELDEV.SHEL.ISC-BR.COM>
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Date:         Wed, 23 Dec 1992 15:21:27 EST
Reply-To:     Bill McGarry <wtm@sheldev.shel.isc-br.com>
From:         Bill McGarry <wtm@sheldev.shel.isc-br.com>
Subject:      Handicap Digest # 3074

                             THE HANDICAP DIGEST

                                 Issue # 3074

                        Wednesday, December 23, 1992

Today's Topics:


                                ******


                          Re: re:ADA and technology
                           Request for Information
                          Re: Classes with disabled
                          Re: Classes with disabled
                     Re: Classes involving the disabled
                            Re: Disabled Homeless
                          Re: Classes with disabled
                                 Prostheses
                             Congress & INTERNET


                                ******


To subscribe to the Handicap Digest mailing list or have your
thoughts in the next issue, please send electronic mail to
Bill McGarry at any of the following addresses:


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                              Bill McGarry (Moderator)
                              (203) 337-1518



------



Subject: Re: re:ADA and technology
From: shs5e%PRIME.ACC.VIRGINIA.EDU@RYEVM.RYERSON.CA

[Forwarded from the Disability Research mailing list]

the trace center at u of wisconson has developed dos-abledata which is
a huge listing of assistive technology on a cd-rom which is all text. they
may be a good resourse to contact.

trace center
s-151 waisman center
1500 highland ave
madison, wi 53705
(608) 263-2309
(608) 263-5408 (fax)




------



Subject: Request for Information
From: FYSIP@hkucc.hku.hk (Frances Ip)

I am working with a self-help organization for handicapped persons.We
are interested in finding out the legislative protection for handicapped
persons especially in employment outside of Hong Kong. Can anyone help?
Please direct your reply to me

Frances Ip HKUCC..HKU.HK
Thank you.




------



Subject: Re: Classes with disabled
From: v067ftek@sci.ccny.cuny.edu (Timothy McCarthy)

[Forwarded from the alt.education.disabled newsgroup by Patt
 Bromberger]

>In article <1992Dec8.012628.345@colorado.edu> cdash@moet.cs.colorado.edu
 (Charles Shub) writes:
>In almost a quarter century of teaching, I've$had$my share of students
>with handicapping conditions, ranging from difficulties in hearing or
>seeing to difficulties in mobility or ability to use equipment to
>learning disabilities to psychologocial considerations.  Every time
>a person with$a disability is in one of my classes, I worry if I am
>doing all I could to provide a rich environment for that student.
>Some examples...

I think you show that you are doing a great deal for your students, (all of
them), just by asking these questions.  It shows you care.

        As a student with C-4 quadraplegia, I encounter the physical
complications most as I pursue my MLS.  I have dealt with the disability
for 10 years now, (I'm 29), and have only experienced my College education
while dealing with the inconveniences it has presented.

        I feel very strongly that it is the responsibility of the student
to make known, before the semester starts, what special accommidations will
be necessary.  This advance notice also will allow the professor & TA's an
opportunity to discuss other options, or supplemental assistance which might
make the semester run smoother.
        One problem with this (actually 2) are that if the student is from
out of town, a face-to-face early on might be difficult.  Secondly,
professors sometimes don't arrive on campus until the semester begins, and
are unavailable.
        I would reccommend that you at least allow a method for a student
to reach you if you are off campus until courses start.  You will benefit
by advance notice probably more than the student, and it allows them to
control their situation as much as possible, which is what they want.
        If a situation arises where either you & student disagree on the
methods of control or neither of you know of the possible solutions, I
recommend you contact your school's Office of Services for Persons with
Disabilities.  They have the experience, and to some extent the
resources, to provide useful input and assistance.  I do not believe it
is YOUR job to shoulder the responsibility of knowing what you should
provide, in the way of assistance, without the student contacting you.
        Unfortunately, not all do!  In such situations, contact OSPD so
they might help to inform the student of his/her responsibilities, but
PLEASE, DON'T BYPASS THE STUDENT!   - They are individuals responsible
for their lives, and should be treated that way.

>3)  Physical handicaps can normally be compensated for by allowing
>    extra time, but where does the fairness line get drawn?

        If you disagree with what the student requests, again I recommend
you contact OSPD to determine past accommidations they consider reasonable,
but remember each individual has different needs.  One visually impaired
student is not the same as another, nor are physical impairments the same,
or hearing impaired, or learning impaired, etc.
        I feel strongly that if you trust the student to know what works
for them, 95% of the time, it will work out fine.

Good Luck!
Tim McCarthy
v067ftek@ubvmsb.cc.buffalo.edu
Peace!




------



Subject: Re: Classes with disabled
From: sludi@polyslo.csc.calpoly.edu (Stephanie Ann Ludi)
Organization: Cal Poly State Univ,CSC Dept,San Luis Obispo,CA 93407

[Forwarded from the alt.education.disabled newsgroup by Patt
 Bromberger]

In article <1992Dec13.213809.12734@nmsu.edu> nmcb@dante.nmsu.edu (Yolanda
 Thompson) writes:
|In article <1992Dec8.012628.345@colorado.edu> cdash@moet.cs.colorado.edu
 (Charles Shub) writes:
|>In almost a quarter century of teaching, I've$had$my share of students
|>with handicapping conditions, ranging from difficulties in hearing or
|>seeing to difficulties in mobility or ability to use equipment to
|>learning disabilities to psychologocial considerations.  Every time
|>a person with$a disability is in one of my classes, I worry if I am
|>doing all I could to provide a rich environment for that student.
|>Some examples...
|>1)  Obviously, I can't stop talking when a hearing impaired student
|>    takes a course, but how best to help that student pick up the
|>    nuances that are routinely gotten by the hearing students.
|>2)  I can't stop using the blackboard when I have a visually
|>    handicapped student, but how do I get things involving diagrams
|>    and graphs across without being unfair to this student.
|>3)  Physical handicaps can normally be compensated for by allowing
|>    extra time, but where does the fairness line get drawn?
|>4)  Psychological issues can be dealt with via alternative examination
|>    formats, but again how to assure equitable treatment.
|>
|>Any wisdom out there?
|>--
|>
|>charlie shub  cdash@cs.Colorado.EDU       -or-         (719) 593-3492
|>on leave at the University of Iowa  cdash@cs.uiowa.edu (319) 335-0739
|
|I guess, that first of all it would be$correct to addres the correct
|terminology for disabled individuals.
|  Since the passage of The Americans with Disabilities Act (ADA) the
|correct terminology is "Persons with disabilities."
|  This emphasizes the fact that the individual is a individual first
|and foremost, and yeah, they just happen to be disabled.

     Persons with disablilities, disabled, handicapped, whatever...you know when
you start tossing these pc terms around and correct people right and left
instead of educating them, then you will make people more uncomforable around
you, and set this whole disabled awareness and rights issue back about 20 years.
And yes I can say that, because I am a member of the above group.  I$am legally
blind, or visually impaired if you like, but I don't throw around these terms
that are empty and turn people off.  My professors are confused and
uncomforable enough and I do not make things worse by doing that, I try to
explain the best as possible what my impairment is and go from there.

|  Fairness--to whom?  Fairness is relative, and therefore is difficult
|to address in a simple response.  If you're concerned about fairness
|to the students with disabilities in your class, then you are already
|disabling that student with your attitude of difference.  These are
|people who on a daily basis function in a "nondisabled" world.  They
|function in a sighted world if$blind.  They function in a hearing
|world if deaf.  And, they deal with architectural barriers and
|succeed.  Therefore, giving them what you offer every other student in
|your class is "fair."
|  If your question of fairness addresses the nondisabled students in
|your class, then where do you feel you might be unfair to them?


Yes disabled students should not be singled out in a class for general purposes
but there are times when special things have$to be done to accomodate a
student.  I am a computer science senior and I had a hell of a time in
Calculus, Physics and my engineering classes.  Yes I FUNCTION in a sighted world
with dittos being darkened or printed in a larger font.  I was in an electrical
engineering class with some other disabled students and we had the biggest
jerk for a professor.  Was it fair when a student who had a mangled hand and
 took a little extra time to write, could not get extended test time? Or when he
refused to darken or enlarge handouts or the test for me and almost kick my
notetaker out of class (because she was not an enrolled student)? NO!! $I have
had professors say: why should I give you an extra couple minutes on a quiz,
that wouldn't be FAIR to the others.  Fair should mean that the students have
the oppurtunity to be graded with the class on the same level by assistance
 (whatever that may be).  If I get my test enlarged and darkened then I get an
equal chance like the rest of the class.

I'm not quite sure if this makes sense at this moment --it's late. :)

|  A blind student knows how to get tle notes off of the blackboard.
Not always.  See below.

|The deaf student knows how to obtain new terminology. $The largest
ous regulr expressZKotWebarrier in today's society is the "social handicap."
 The attitudes
|that concentrate on the differences rather than the sameness.

You have a point but the differences have to be addressed sometimes.  If you
ignore the differences all the time, you may do more harm than good to a person.

Well I'm stepping down from my soapbox and will answer the professors question.

**************************************************
To address the original educator: in my experience as a student the advice I
offer for visually impaired students is:


1) if you are giving a test/quiz and you make a correction to it in class and
write it on the board, please say what the correction is orally and make sure
the student is aware of$it.  I have had several teachers make a correction
and not say a word.

2) when you are writing stuff on the board (I am assuming you are in a technical
field), try not to say, "put this here and multiply that to this" because it
means nothing to the student who is trying to follow you mentally.

3) lastly, i understand some diagrams and derivations are long but please try
not to erase part of it instead of rewriting it, because when that happens
the student and notetaker have a very hard time following what you did and
comprehending it later.

4) oh yeah and overhead transparencies are AWFUL (especially if you work on them
in class and not merely preprepared).  If you do have to use them, try to have
a copy for the student and notetaker to look at (since you may need to make
changes to it, but the whole thing is too long for the notetaker to recopy by
hand).

I hope this helps you, and I apppreciate you coming forth and asking like this.


---Stephanie







------



Subject: Re: Classes involving the disabled
From: sci.ccny.cuny.edu (Yolanda Thompson)

[Forwarded from the Disability Research mailing list by
 Patt Bromberger]

In article <1992Dec8.012628.345@colorado.edu> cdash@moet.cs.colorado.edu
 (Charles Shub) writes:
>In almost a quarter century of teaching, I've had my share of students
>with handicapping conditions, ranging from difficulties in hearing or
>seeing to difficulties in mobility or ability to use equipment to
>learning disabilities to psychologocial considerations.  Every time
>a person with a disability is in one of my classes, I worry if I am
>doing all I could to provide a rich environment for that student.
>Some examples...
>1)  Obviously, I can't stop talking when a hearing impaired student
>    takes a course, but how best to help that student pick up the
>    nuances that are routinely gotten by the hearing students.
>2)  I can't stop using the blackboard when I have a visually
>    handicapped student, but how do I get things involving diagrams
>    and graphs across without being unfair to this student.
>3)  Physical handicaps can normally be compensated for by allowing
>    extra time, but where does the fairness line get drawn?
>4)  Psychological issues can be dealt with via alternative examination
>    formats, but again how to assure equitable treatment.
>
>Any wisdom out there?
>--
>
>charlie shub  cdash@cs.Colorado.EDU       -or-         (719) 593-3492
>on leave at the University of Iowa  cdash@cs.uiowa.edu (319) 335-0739

I guess, that first of all it would be correct to addres the correct
terminology for disabled individuals.
  Since the passage of The Americans with Disabilities Act (ADA) the
correct terminology is "Persons with disabilities."
  This emphasizes the fact that the individual is a individual first
and foremost, and yeah, they just happen to be disabled.
  Fairness--to whom?  Fairness is relative, and therefore is difficult
to address in a simple response.  If you're concerned about fairness
to the students with disabilities in your class, then you are already
disabling that student with your attitude of difference.  These are
people who on a daily basis function in a "nondisabled" world.  They
function in a sighted world if blind.  They function in a hearing
world if deaf.  And, they deal with architectural barriers and
succeed.  Therefore, giving them what you offer every other student in
your class is "fair."
  If your question of fairness addresses the nondisabled students in
your class, then where do you feel you might be unfair to them?

  A blind student knows how to get the notes off of the blackboard.
The deaf student knows how to obtain new terminology.  The largest
barrier in today's society is the "social handicap."  The attitudes
that concentrate on the differences rather than the sameness.

  Anyone interested in bouncing this around more can email me
directly.
  I'm always open, always interested, and always willing to talk with
people about education and persons with disabilities.




------



Subject: Re: Disabled Homeless
From: patth@panix.com (Patt Bromberger)
Organization: PANIX Public Access Unix & Internet, NYC

In article <26861@handicap.news> cyanosis@igc.apc.org (Bill Scarborough) writes:
>Index Number: 26861
>
> [deleted for brevity]
>
>                    The Sisters and Brothers Keepers Center
>                         200 Crockett St., Apt. 2-112
>                             Austin, Texas 78704
>                               (512) 444-6388


Bill and others,

If it is at all possible, please include an electronic mail address
for us when advising about new organizations and contacts.

Even if the e=mail address is on your BBS, it would be helpful to
users on networks.

Thank you.

best,
patt

>
--
Patricia Ann Bromberger                            patth@panix.com
This quote borrowed from: Gary.Petraccaro@f12.n2610.z1.fidonet.org
.. "It matters not so much what you sing, but why..." J.S. Bach






------



Subject: Re: Classes with disabled
From: nmcb@sci.ccny.cuny.edu (Yolanda Thompson)
Organization: New Mexico State University, Las Cruces, NM

[Forwarded from the alt.education.disabled newsgroup by Patt
 Bromberger]

In article <1992Dec16.081339.17085@rat.csc.calpoly.edu>
sludi@polyslo.csc.calpoly.edu (Stephanie Ann Ludi) writes:
>[deleted for brevity]
>
>I'm not quite sure if this makes sense at this moment --it's late. :)
>
>>  A blind student knows how to get tle notes off of the blackboard.
>Not always.  See below.
>
>You have a point but the differences have to be addressed sometimes.  If you
>ignore the differences all the time, you may do more harm than good to a
 person.

  Well, concerning your comments on terminology.  If you don't educate
individuals about changes in language, then they are not able to
progress with the times.  If we did not change our terminology about
calling afro-americans what they were called in plantation days, we
would be doing them and ourselves a big disservice.

  If blindness makes you qualified to talk aobut the topic of disabled
students in classes, then I'm qualified also, since I am blind.  And
yeah, I went to college too, and still pop in for an occasional course
that looks intriguing.

  As far as the extra time on tests, the handling of transparencies,
and the blackboard information, it is not this profressor's
responsibility to make sure you get the info, it is yours.  If you
start expecting him to learn all the "differences" that each person
with a disability needs, you are not being fair to him.    Give this
professor who cares enough freedom to feel comfortable in teaching his
classes without having to worry that "this disabled student" won't
take initiative for what they need.

I too very much appreciate this professor's caring, and want him to
know that he is free to teach and it is his student's responsibility
to approach him with their needs.  You cant' give blanket answers,
because while you want things "blown up", I would prefer my things in
Braille, and neither should be his concern unless we approach him with
a request.  He would work with any student to assist them to succeed,
so let him teach, and you be forthright enough to make your requests
to him, don't lay an expectation on him to approach you.  This kind of
attitude is what makes situations uncomfortable.







------



Subject: Prostheses
From: mschnitg@magic.prime.com (Monica Schnitger)
Organization: Computervision, A Prime Computer Company, Bedford, MA, USA

Hello out there!

I'm hoping that one of you folks can help: A friend of mine lost
one lower leg (from the knee on down) to cancer last week.  He is
now hunting for a prosthesis that will enable him to return to as
active a life as possible.  He is 24 years old and is very much
afraid that technology has not advanced far enough to enable him to
resume running, basketball and some of the other activities he
enjoys.

We are having a hard time getting information about prosthesis
laboratories who cater to athletes - or even who understand the
problem.  Does anyone out there have information about prosthetic
devices for athletes or know of an athlete who could be contacted
for advice and a referral?

Any help would be appreciated - thank you so much!

                Monica Schnitger
                Computervision Corp.
                201 Burlington Road
                Bedford MA 01740
                (617) 275-1800




------



Subject: Congress & INTERNET
From: APISCITELLI%ewuvms.BITNET@PSUVM.PSU.EDU

----------------------------Original message----------------------------
This posting came via CLINTON@MARIST

This came this morning from Eric Loeb at MIT via one of the
Clinton servers.  It is definitely a step in the right direction
and I think he has the right idea on how we can utilize our
skills to good advantage to help promote and nurture it.
Lee Sakkas
--------------------------- Original Message ---------------------------

It turns out that all members of the House of Reps.
are going to have the option of accepting email over
an internet gateway to the House system as of January.

The new House system (ISIS) will be released then.  It
is in test now.

I would recommend that we all go out and volunteer to help
our local congressional district office with their
computers.  At some point we will also each need to take
some responsibility for getting a good lobbying effort
going within our districts, so that our congress-people
will know that the Internet connection is desired by the
constituents.


eric




------






                                ******

                  End of Issue # 3074 of the Handicap Digest

                                ******
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU