I'm sure she is interested. I think the point is this is wildly unfair to you. If I need special accommodations for an event I'm attending, I make sure to let the people at the event know. I don't just expect the presenters to read my mind and have what I need prepared in advance, without my asking. If she requires a digital copy of your slides, or a magnified printout would be better, etc, your prof should have these details. He should be able to tell you how to best meet her needs. Anything else is unrealistic, unfair to you, and unfair to her.

Now, on the other hand, if you were told a week in advance exactly how to accommodate one of the judges, and you didn't do it...then it's fair to seriously mark you down for it. But just like any engineering project, you've gotta know the requirements.

Doing this, I think, also makes blind people ourselves look kind of bad. I wouldn't walk into someone's presentation that they've been planning for weeks or a month, and say "Surprise! I need accessible digital copies of your slides right now!" If I knew I was going, I would make sure to contact the organizer in advance, so I would get exactly what I need.

If you are unable to get a response from your prof, prepare slides on a USB drive in addition to large print outs. When you present the info, describe the visuals.

Edit: also, you could go to your accessibility office or library and ask them for help. They might be willing to give you a hand in making your content more accessible.

All that's great but your prof is still treating her like a zoo specimen. Advertising she's there, saying she WANTS to be there but not providing specs so you can make appropriate accommodations? Her presence is not actually valued regardless of what he's saying.

She may be willingly adding the dynamic of accessibility to your thinking for your training. Some of us do intentionally walk into situations like that but we definitely learn how to be a benefit and not a further hindrance. This transition clearly hasn't happened with either of these two, yet.

For explanation...
Benefits : You learn a little about formatting options or services that can help you. You learn how to try to make your presentation accessible to ONE person with a vi. Maybe this opens your eyes to accessibility not only in your work but your final product, too.

Hindrances: This heretofore unknown element affects your grade? You are not prepared for any aspect of inclusion for her. Added time and stress of trying to plan for unknowns which may be completely useless. Reinforcement that she IS a zoo specimen and it's way easier to not have to think about her or any other permutation disability can throw at you.

That last hindrance really does a number on folks who genuinely want to help include/inyegrate/normalize non-mainstream persons.

Yeah, slap him senseless. He's subverting decades of progress on an individual/class level.

Meanwhile, if this experience does inspire you to think of such things in a positive way, reach out to The Specimen*or your campus Office for disabled students and offer help with note taking or other mundane student tasks. That way, you can learn from a range of individuals what works for them and remove the showmanship aspect from the equation.

*She doesn't deserve this moniker even if she feels it's applicable. It stems from us being 'the first' at something, or the one to speak up, or the only one like us in a situation. Tokens. Pioneers. Inspirations. I've been here both as some noncrip's display piece and of my own choice.

The balance happens when she decides to advertise that she's willing to help students make their presentations accessible to her BEFORE she's disclosed as part of the panel. He could add a lecture about accessibility and have a range of people speak and at the end of term, you learn they're judging. Or! Add the accessibility aspect to the syllabus and give directions on where to go for assistance.

Plenty of ways to turn this from a spectacle to an enjoyable learning e perience.