Assistive Technologies for Second-Year Statistics Students Who Are Blind

At Wake Forest University, a student who is blind enrolled in a second course in statistics. The course covered simple and multiple regression, model diagnostics, model selection, data visualization, and elementary logistic regression. These topics required that the student both interpret and produce three sets of materials: mathematical writing, computer programming, and visual displays of data. While we did find scattered resources for blind students taking mathematics courses or introductory statistics courses, we found no complete account of teaching statistical modeling to students who are blind. We also discovered some challenges in stitching together multiple partial solutions. This paper outlines our specific approach. We relied heavily on integrating the use of multiple existing technologies. Specifically, this paper will detail the extensive use of screen readers, LATEX, a modified use of R and the BrailleR package, a desktop Braille embosser, and a modified classroom approach.