Concert: Bach cello suites by Matt Haimovitz
Renowned Israeli-born soloist Matt Haimovitz performs all six Bach cello suites, while visiting four Central New York locations. (The “moveable feast” begins with a Tuesday live-at-noon broadcast from the studios of WCNY FM (91.3), followed by a 3 p.m. appearance at the River’s End Bookstore. The musical tour resumes at 5 p.m. Wednesday at Tyler Gallery in Penfield Library.) The remaining suites at 7:30 p.m. Sheldon Hall: $15 ($5 for SUNY Oswego students), including parking in lots adjacent to and across Washington Boulevard from Sheldon Hall. http://www.oswego.edu/arts. 312-2141.
Location: Ballroom, Sheldon Hall
Wednesday, Sept 16, 7:30 p.m. - 9:30 p.m.
Author talk: "We Are All Completely Beside Ourselves"
Karen Joy Fowler, author of this year's Oswego Reading Initiative book, "We Are All Completely Beside Ourselves," will speak. Shortlisted for the international Man Booker Prize in 2014, the book examines life from the perspective of young adult Rosemary Cooke and her primate "sister," weaving a humorous, poignant and multilayered plot around the theme of scientific experimentation with animals as well as animal rights. Fowler is the author of six novels, two of them New York Times bestsellers. Free; parking for those without a campus parking sticker is $1 -- see oswego.edu/administration/parking. 312-2232.
Location: Ballroom, Sheldon Hall
Wednesday, Sept 30, 7 p.m. - 8:30 p.m.
Men's Soccer Tournament - William Paterson vs. Houghton
Location: Oswego, N.Y. - Laker Turf Stadium
Friday, Sept 4, 3 p.m. - 5 p.m.
Women's Soccer vs. University Pittsburgh-Greensburgh
Location: Oswego, NY- Laker Soccer Field
Friday, Sept 4, 3 p.m. - 5 p.m.
2015 New Jersey Event
Find out more and register: http://bit.ly/1T3Y0iT
Location: Ridgewood Country Club 96 W. Midland Ave., Paramus, N.J.
Thursday, Sept 17, 6 p.m. - 9 p.m.
GOLD Third Thursdays
Visit http://www.facebook.com/events/453070221388940 for the latest locations or suggest your own!
Location: Various Cities
Thursday, Sept 17, 6 p.m. - 8 p.m.
Sensory disabilities include low vision, blindness, deafness and hard of hearing.
What are some examples of different ways low vision may affect the ability to learn? For some students with low vision, or partial sight, standard written materials are too small to read and small objects are difficult to see. Other students may see objects only within a specific field of vision, or see an image with sections missing. Text or objects may appear blurry.
Learning via a visual medium may take longer and may be more fatiguing for people who have low vision. Some people with low vision may be able to read enlarged print for a long time period, while others may only be able to tolerate reading for a short time and require readers or audiotaped material.
Visual abilities may also vary in different situations. For example, reduced light or strong glares may affect visual abilities during different times of day or in different classrooms.
Students with low vision may face challenges in locating large-print materials, getting around in an unfamiliar setting, finding transportation, hiring readers for library work, researching reports and short articles, as well as getting recorded textbooks on time.
General classroom accommodations for students with low vision include:
Examples of accommodations for laboratory or strong visual instructional content for students with low vision include:
Students who have no sight cannot access standard printed materials. Students who have had no vision since birth may also have difficulty understanding verbal descriptions of visual materials and abstract concepts. Individuals who are "legally blind" may have some functional vision, making accommodations for students with low vision appropriate.
Consider the description, "This diagram of ancestral lineage looks like a tree." If one has never seen a tree, it may not be readily apparent that the structure of note has several lines of ancestry which can be traced back to one central family. However, students who lost their vision later in life may find it easier to understand such verbal descriptions. Additionally, demonstrations based on color differences may be more difficult for students with blindness to participate in and understand than demonstrations which emphasize changes in shape, temperature, or texture. In some cases, the assistance of a sighted person is required in order for the student who is blind to gain access to the content of your course.
Ready access to printed materials on computer disk, via email, or on websites can allow a blind student, who has the appropriate technology, to use computers to read text aloud and/or produce it in Braille. Some materials may need to be transferred to audiotape. Since it may take weeks or even months for support staff to procure course materials in Braille or on audiotape, it is essential that instructors select and prepare their materials well before they are needed. Typically, school staff who support disabled students coordinate Braille and audiotape production in collaboration with instructors and the student.
During lecture demonstrations, clear, concise narration of the basic points being represented in visual aids is important. This technique benefits other students as well.
Other examples of accommodations for blind students include tactile models and raised-line drawings of graphic materials. Staff who support disabled students can help locate or create these materials. It is most helpful when the instructor identifies the specific learning objective when an accommodation is needed. This clarifies the academic accommodation required.
Adaptive lab equipment such as talking thermometers, calculators, light probes, and tactile timers can maximize access to labs for students who are blind. In addition, computers with optical character readers, speech output, Braille screen displays, and Braille printers allow students who are blind to participate in computer exercises and on-line research. In addition, Web pages used in your course should be designed so that they are accessible to those using Braille and speech output systems. The disabled student services office and/or computing services staff on your campus can be consulted when addressing computer access issues.
Deaf or Hard of Hearing
Functional hearing loss ranges from mild to profound. Often, people who have very little or no functional hearing refer to themselves as "deaf." Those with milder hearing loss may label themselves as "hard of hearing." When these two groups are combined, they are often referred to as individuals with "hearing impairments", or "hearing loss", or are "hearing impaired". When referring to the Deaf culture, "Deaf" is capitalized. Accommodations for students who are deaf or hard of hearing can be classified as "visual" and "aural." Visual accommodations rely on a person's sight; aural accommodations rely on a person's hearing abilities. Examples of visual accommodations include sign language interpreters, lip reading, and captioning. Examples of aural accommodations include amplification devices such as FM systems.
Hard of Hearing
Being deaf or hard of hearing can affect students in several ways. They may have difficulty following lectures in large halls, particularly if the acoustics cause echoes or if the speaker talks quietly, rapidly, or unclearly. People who have hearing impairments may find it difficult to simultaneously watch demonstrations and follow verbal descriptions, particularly if they are watching a sign language interpreter, a captioning screen, or a speaker's lips. In-class discussions may also be difficult to follow or participate in, particularly if the discussion is fast-paced and unmoderated, since there is often lag time between a speaker's comments and interpretation.
Students who are hard of hearing may use hearing aids. Students who use hearing aids will likely benefit from amplification in other forms such as assistive listening devices (ALDs) like hearing aid compatible telephones, personal neck loops, and audio induction loop assistive listening systems. Some students use FM amplification systems which require the instructor to wear a small microphone to transmit amplified sound to the student.
Students who are deaf may have little or no speech depending on the severity of the hearing loss and the age of onset. They will often communicate through a sign language interpreter. American Sign Language (ASL) is widely used and has its own grammar and word order. Other students may use manual English (or signed English), which is sign language in English word order. A certified interpreter is used for translation into either language. Students who are deaf may also benefit from real-time captioning, where spoken text is typed and projected onto a screen.
It is important to remember that a student who is using an interpreter, who is lip reading, or who is reading real-time captioning cannot simultaneously look down at written materials or take notes. Describing written or projected text is therefore helpful to this student. Handouts that can be read before or after class are useful, but create challenges when referred to during the class session.
Accommodations for Hard of Hearing and Deaf Students
There are also several ways you can direct your speaking style and adjust the "pace" of the classroom to make information more accessible to a student with a hearing impairment.