[NABS-L] question on statistics

[Jen&Parmesan McEachen]

Elizabeth:

I am a lurker on the list, and just want to thank you for sharing your
experiences with statistics as I'll be required to take it for my second
year in my Bachelor's of Emergency and Security Management. I'll be storing
your email for future reference and may reach you at a later date for
further discussions. 

I am in a mature student (almost in my 40s!) in Canada so things are likely
done differently up here, but do feel the resources are vast and experiences
are most welcomed no matter where you reside.

Have a wonderful day.

Jen

-----Original Message-----
From: NABS-L <nabs-l-bounces at nfbnet.org> On Behalf Of Elizabeth Mohnke via
NABS-L
Sent: July 19, 2021 3:28 PM
To: National Association of Blind Students mailing list <nabs-l at nfbnet.org>
Cc: Elizabeth Mohnke <lizmohnke at hotmail.com>
Subject: Re: [NABS-L] question on statistics

Hello Candice,

I have taken statistics as a non-traditional student with a major in social
science with an interest in research. I started with the lowest level class
before taking the class that was required to transfer to a four year
university. And I attempted to take the class I needed for my transfer three
times before I successfully completed the class.

I worked with a reader from my disabilities office for the in person
statistics class. And I used a dedicated tutor for the second online
statistics class. The reader was provided through the disabilities office,
and the tutor was through the campus tutoring center. I also had the person
in charge of the disability office read and input answers for my exams for
the second online statistics class. 

I received tactile graphs for both classes. The first class was taught in a
manner that did not have a lot of visual graphs, and most of the graphs I
could understand with verbal descriptions. Although, thinking back to this
class, I did use a peg board with thumbtacks for a visual graph that
included every data point for my final exam. My professor would have been
okay with me using verbal descriptions, but I wanted to make sure I was
learning the material and being tested on the material in the most
independent and fair manner as possible.

The tactile graphs I received from my disabilities office for the first
class were created using a raised line swell machine. The graphs I received
from my disabilities office for the second class were created using a
Braille embosser. I liked the embossed graphics over the swell machine
graphics. Both types of graphs were always rather basic, so I needed my
reader or tutor to help me put them into context.

My second statistics class used Excel for a semester long project. When I
tried taking the class the second time, I found Excel difficult to use
independently for this project. My professor was willing to allow me to use
the R program instead. But I was able to work things out with my tutor in a
way that he could help me with the project without him doing all the work.

Both of my classes used the TI-84 graphing calculator as part of the class.
My disabilities office loaned me a talking TI-84 graphing calculator to use
for both my statistics classes. The talking TI-84 graphing calculator is
just like a regular TI-84 graphing calculator with a talking component added
to it. This made it easy to follow along when my professor described how to
use the TI-84 calculator for the class. And I would also make use of office
hours to talk to my professors if I had any questions with the calculator
commands or a difficult time understanding anything with the class.

I hope you find this information helpful. I know how difficult it can be to
resume your journey with higher education after taking some time away for
other things in life. So I hope you can find a way to be successful in your
statistics class. Please feel free to contact me off list if I can be of
further assistance to you.

Warm regards,
Elizabeth Mohnke
lizmohnke at hotmail.com



-----Original Message-----
From: NABS-L <nabs-l-bounces at nfbnet.org> On Behalf Of candice Attrill-Miller
via NABS-L
Sent: Monday, July 19, 2021 3:48 PM
To: NABS-L at nfbnet.org
Cc: candice.attrill at gmail.com
Subject: [NABS-L] question on statistics

              Good afternoon fellow students,

I am going back to college this fall after a 11 year hiatus. I have to take
statistics, but I'll be taking social statistics. 

I have a few questions for anyone who's taken stats before.

First What did you do for the graphics during class? I tried taking stats at
my community college, the disabilities office gave me a graphing board and
said good luck. It didn't work out. This time the disabilities office
doesn't know what I mean when I say a graphing board, so what should I be
asking for? 

Did you need to use a graphing calculator for social statistics, and if so
any brands, or app based recommendations are welcome. 

 

Also What were ways you handled getting the information in class? This is
where I gave up before. The professor would use a board or computer screen,
and give very little detail about what the graphics contained for example,
"If the graph shows a line going in this direction, but it comes to a point
here, what does this tell us?"

I'm not a math shining star, and I need this course for my social work
program. Any experiences, and or adaptive material ideas are welcome

Thank you so much

Candice

Candice.attrill at gmail.com <mailto:Candice.attrill at gmail.com> 

 

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