So you might want to use this as a last option, but as far as maps go you could make a copy off the map or use tracing paper. Once you have a copy of the map that your not worrying about messing up you could use something like puffy-paint to draw an outline of the map.

I'm not sure what the latest on tactile maps is, back when I was in school I had a giant Braille atlas, which was bulky as hell but better than nothing. Also, if she has a TVI, or teacher of the visually impaired, they might be an excellent resource for this kind of question.

Regarding the visual aids, it's possible she can see them with the aid of a magnifier or other device, or might be totally blind and require someone, you or a fellow classmate or her TVI, to describe them. All I can suggest is that you spend a little time putting the images in context in your lectures, if at all possible.

I hope this helps a little. my own experience was almost 10 years ago, so there's quite a bit of raw technology available which wasn't around when I was a kid.

Check if there’s a state commission for the blind nearby. They will often have embossers or thermal printers that allow printing raised line versions (kinda 2.5D) of any drawing, graph, map, diagram, etc.

You may need to simplify diagrams and maps to make them most legible, in some cases, but even just hand drawn with the right ink you can print on thermal paper whatever you want.

Obviously don’t reinvent the wheel if you can get exactly what you want from the American Printing House.

http://www.perkinselearning.org/scout/blog/tactile-maps-and-teaching-maps-skills

Some links for tactile maps, including links for where to order.

If the graphs are not too complicated, you can use fabric paint/puff paint (that raises when dried) to create diagrams. You can also glue down string and pipe cleaners to denote different lines.

You are amazing teacher my teachers are real jerks compared to you I don’t have a aid so I rely on my teachers.You know what my math teacher said when I asked what was written on the board because everyone was writing it down.he said I wrote it on the board i don’t know deal with it.and my science teacher said well I guess just listen.

compromise and adapt is really your only option.

I am a political science student and thought about studying history. I flew through U.S. History as one of the most informed and best student at it, twice.

How much of these visuals are really necessary? Especially besides maps. Is the picture really necessary. Do you actually need that political cartoon to understand the material? Why? Can't you explain it without the use of that political cartoon? How about other images.True it may be a little less fun, but it would be more accessible. Explain the political cartoon if it's shared in class. For maps is a described estimate and learning the geography conceptually okay? China is in Southeast Asia and is a large country with a lot of mountains. The country borders Mongolia and India and some other countries (she would list them). Is this way acceptable or does she have to physically find it and mark it off on the map?

Also teachers have thrown out questions with pictures for me. And asked it another way. Instead of looking at a political cartoon or image I was expected to answer the same question but asked a different way.

I’m an instructional assistant for the VI department in my district.



> I want to prepare her well, and the course will include maps, tables, graphs and visual sources (like political cartoons, statues and photographs.)



I can’t say, how it works in all districts but there is Teacher of the visually impaired and a transcriber where I work. The teacher of the visually impaired has a ton of supplies, like tactile maps. The transcriber can create graphs and tables. We use a heat lamp (i forgot the name) that can raise the outline of images.


From what I’ve seen, one of the biggest mistakes teachers make with their VI students is not getting materials to the transcriber on time. If the transcriber doesn’t get the worksheet or study materials on time, the kid doesn’t get the worksheet on time. I worked with a teacher who was terrible about getting materials to the transcriber. As a result, my student took all his tests late. He’d get the study guide 2 days after everyone else, so he’d take the test 2 days after everyone else. The teacher would assign a homework assignment but my kid wouldn’t have it. All the work had to get done and some nights he’d have nothing to do other nights he’d have 2 days worth of homework.



If you’re talking to the teacher of the visually impaired and the transcriber about what’s coming up and giving them the materials ahead of time you’ll do well.

I'm a visually impaired student who just graduated high school last year. My high school doesn't offer AP World History, and I had to self study AP Human Geography (really fascinating class by the way), but I did take AP U.S History.

My vision isn't as bad as your student, but I hope I can be of help.

The other posters have covered the stimuli used in the curriculum, but do you know what assistive technology your school has access to? If she isn't completely blind, would using a device known as a CCTV to enlarge text and images help? Contact the publisher of the textbook you use and ask them if they can convert/have a copy in braille.

My history teacher liked to put walls of microscopic text on her lecture slides that I couldn't see despite sitting in the front row. But it wasn't a problem for me because she read everything out loud. I resorted to listening to the lecture and writing down everything she spoke out loud instead of trying to read the lecture slide. Please be very descriptive about everything.

I used a large print copy of the American Pageant textbook. It was the bane of my existence and took up the entire bottom row on my history teacher's bookshelf since it was bound into 8 separate volumes.

Is this the student's first time taking an AP class? You didn't say what grade she is in.

I would also keep in mind having to arrange testing accommodations for the AP exam, if she hasn't done so already. There are detailed instructions on the College Board's Services For Students With Disabilities website. Keep in mind that you have to request accommodations at least 6 weeks in advance of the exam, and that's if everything goes smoothly. The AP exam, if ordered in an alternate format (mine was large print and I had a large block answer sheet, for example) has to be ordered separately from the rest of the school's shipment and also comes in a separate box. If testing accommodations are required, please remind whomever it may concern that a Nonstandard Administration Report (NAR) has to be filled out for every SAT and AP exam taken. The special education director at my high school did not know he had to do that and so my AP exam scores were delayed for a month one year.

If she hasn't taken the SAT yet, I'd suggest getting accommodations for that ASAP because once granted, accommodations can be used on all College Board tests (PSAT, SAT, AP). I applied for accommodations through the College Board before I took the SAT, and I was given an ID number that I simply entered each time I signed up to take the the SAT, as well as when I registered for AP exams in the future.

Whoever is in charge of services for students with disabilities at your school should know how to request accommodations through the College Board (unfortunately I had to walk the special education director at my high school through what to do). And whoever is in charge of coordinating testing needs to know about the AP exams that need to be ordered in an alternate format well in advance of the ordering deadline so they arrive in time (my high school's testing coordinator was very familiar with me by senior year).

My heart goes out to you. I took 7 AP classes and 10 AP exams (self studied 3 classes) and many of my AP teachers were...taken aback, I suppose.

They accommodated my needs well and enlarged my papers and read aloud or handwrote things down that I couldn't see for myself and were always more than willing to help me.

However, I was always surprised by how many of my teachers admitted that they never had ever had a visually impaired student in their AP class before. I vividly remember when I asked my AP Biology teacher if she knew anything about getting testing accommodation on the AP exam, she told me that in her 20 years of teaching AP Biology, I was her first visually impaired student and apologized for not being able to help me much.

I was very surprised and slightly put off by those comments. Not that it's a negative thing, but I was simply surprised by the fact that more visually impaired students do not take AP classes. Everyone praises me for it, but sometimes I wish I wasn't so alone.

Best of luck to you. I know things are stressful with AP World History, especially given the course redesign this year, but I believe in you. And although your student may not say it, she believes in your ability to help her the best you can. I know I always did, in all my teachers.

Hey OP, good job for thinking this way. Would you provide some info on the following?

- How long do you have before the class begins?
- You say you have no additional funds to spend (sadly) but does your school have any disability-specific resources, whether in the form of funding or equipment?
- Do you have access to any art or drafting resources at your school? Something like a laser cutter, thermiform printer, 3D printer, CNC router/milling machines?
- Aside from funding, do you have any extra time available to help the student or is it all within the single hour of class each day?
- If comfortable sharing this, whereabouts are you located?

In addition, think about the following:

- Can you contact your class textbook's publisher and ask for an accessible (braille or screen reader) version?
- If you use YouTube videos as educational tools, there is a service called $1 in which verbal descriptions of YouTube videos are crowdsourced. You could put up relevant links in their wishlists (or narrate them yourself).
- The American Printing House for the Blind is among national orgs developing tools for blind folks that are designed to work on representing graphical elements on a refreshable tactile display. It's in prototype form, but consider contacting them.

I didn't do the AP, but I did do the $1. I'm totally blind.

When reading diagrams, I had the most success with a combination of description and tactile (raised-line) graphics. However, my experience doesn't mirror every blind or low vision person. I'd ask her what techniques she finds easiest for reading and interpreting diagrams.

In any case, it is imperative that she requests accommodations for her external exams to use the techniques for interpreting diagrams with which she is most familiar. External examiners will obviously not change exam content for her, but may allow a reader to describe diagrams and present her with tactile ones (or the examining board may provide these for her). Her mock exams should be conducted using the same accommodations, but if she has a reader they should do past exams well in advance of the mocks, not only for her to study but also to address any issues before they affect her grades.

Look into the American Printing House for the Blind. They have curricula materials for everything. Also, reach out to your state school for the blind. They may be able to connect you with information.