How Do People With Low Vision…Attend Political Events?

Attending college right outside of Washington, DC has a lot of incredible benefits.  One of them is that a lot of politicians come to visit campus for campaigning, or just to talk about important issues.  At first, I would shy away from attending many of these events, simply because I was worried they would be inaccessible or filled with lots of commotion.  I’m glad I got over my reservations for attending, because I have been able to see many politicians including Tim Kaine, Michelle Obama, and John Kasich when they came to visit my college campus.  Most recently, I got to talk to Joe Biden one-on-one at his “It’s On Us” event, and even took a selfie with him!  Here are some of my tips for attending these events with a disability.

Be prepared to stand in line

For Michelle Obama, I was waiting in line for the better part of three hours, and still was rather far back in the line.  I found myself sitting down on the pavement often and doing stretches on my legs to make sure I didn’t go into spasms.  I’ve heard of some people requesting chairs from event staff to sit in while they are in line, but I have never done this.

Carry earplugs

These events can get extremely loud.  To protect your hearing, bring a pair of earplugs to wear so that you can drown out feedback or the person next to you who won’t stop talking about nothing.  I found this helped me concentrate on the speaker more.

Bring something to cover your legs if you are going in the morning

This advice would have been very helpful to me when I stood in line starting at 6 am.  Wear a pair of leggings while standing in line, if you are wearing a skirt or dress.  This will save you from massive chills.  If needed, bring a jacket/sweatshirt as well.  Even moderate temperatures can feel cold after a while.

No bags, if possible

Try not to bring any purses or other bags with you to the event.  These take a while to search, and you may miss out on the good seats.  If you must bring a bag, bring a crossbody/long strap bag with as few pockets as possible, and have them unzipped/unclasped prior to going through security.  For Tim Kaine and John Kasich, I didn’t bring any bags with me and got through very quickly.  For Michelle Obama and Joe Biden, I brought a crossbody bag with my iPad, since I knew I would be standing in line for several hours on end.

The metal detector

Sometimes, the metal detector can be weirdly sensitive.  I managed to set it off once with the combination of my blindness cane, metal in my jeans, and glasses.  I then was pulled aside and they used a portable metal detector on me to confirm that it was the combination of those three items that set it off, and not an individual item.  While security staff cannot take apart my blindness cane to search it, they do send it through the x-ray machine (while the cane is folded), along with my other items.

Ask for ADA seating

To accommodate guests that cannot stand for long periods of time or that require a sign language interpreter, all the events have a “reserved” section of chairs usually towards the front for people with disabilities.  Talk to security or other event staff when you get in line about reserving one of these chairs, and provide evidence of your disability if needed (I show my blindness cane, another one of my friends shows their medical bracelet, and another friend shows leg braces).  Legally, they cannot charge you extra for accessible seating.

Sit away from media

If too many flashing lights can trigger a migraine and you are sitting right in the line of fire with the media, ask for event staff or security to move you to an area where there are fewer flashing lights.  One of my friends who did this was moved towards the middle section, on the left side.

Keep your blindness cane unfolded

I found that there was very little space between me and other people at all of the events I attended.  Having my blindness cane unfolded meant that I could easily navigate and have something to lean on if I lost my balance.  This is also helpful to security, as if they have to assist you, you don’t have to try and unfold your cane while someone is squishing you.  Bonus- you can poke people with it.

Have a backup plan if you get separated

Every single event I’ve attended has ended with me getting separated from my friends.  Some of the circumstances have included security, people pushing us, me going to the ADA section, and other factors out of our control.  Since cell phones can die during the events, agree on a meetup location to gather at after the event.  We usually choose a nearby building.

If you get to meet the speaker

So far, the only speaker I have been able to meet was Joe Biden, and he was an incredibly kind person- seriously, he’s one of the nicest people I have ever met!  Right before he came over to talk to me, I alerted a Secret Service agent that I was using a blindness cane, and they made sure to pass along the information so that nothing awkward would happen.  Luckily, Joe Biden was very understanding and was more than happy to talk to me, saying that I looked like I would be a wonderful advocate for people with disabilities (something I am still smiling over!).

These events are so much fun, and I want to encourage as many people as possible to attend them. Show your support and gratitude for the disability legislation that has been passed, and support candidates that continue to influence it in the future.


 

 

 

SAT Accommodations for Low Vision

I remember when I walked in to take my SAT.  The day before, my mom and I, along with the testing coordinator for the school I was taking the exam at, spent at least an hour filling out a variety of pretesting forms and filling out my information on what seemed like several dozen pieces of paper.  Keeping track of all those forms seemed to be more stressful than taking the exam.  When testing day came, the testing coordinator gathered all of the forms and signaled for my mom and I to come to the front of the line so I could be escorted to testing.  As my mom and I walked forward, a bunch of parents started yelling at us for cutting the line and seeming like we were more important than everyone else.  They started asking what was wrong with us as I was walking away with the testing coordinator.  To answer their question, there isn’t anything “wrong” with me, I was just a student who received accommodations for my vision impairment.

We filed for my accommodations at least twelve weeks in advance.  While I had taken an AP Exam in the past, the College Board had us resubmit my accommodations because we had to make some minor changes.  My accommodations were approved in a reasonable amount of time, and I didn’t have to worry about rescheduling.

I took my test in a small classroom where I was the only student, with at least two staff members present.  The overhead lights in the classroom were turned off and replaced with lamps to help with my light sensitivity.  I had a giant table to work on my test, and there were computers in the classroom for when it came time to type my essay.  I received short, frequent breaks to stretch my legs and walk around the classroom, since I was prone to leg spasms.

The test itself was in 22 point Arial font and came in a spiral-bound book on 8.5″ x 11″ paper.  The paper was thick so I didn’t have to worry about the colored Sharpie pens I used bleeding through and obstructing my view of answer choices.  Images were enlarged 250%, and math notation such as exponents were enlarged as well.

As for assistive technologies, I used my personal iPad with the app myScript calculator, a calculator that calculates equations that the student writes with their finger and that supports large print.  There were no graphing capabilities on this calculator.  Guided Access was enabled for the duration of the exam so that I could not access the internet or other apps during the test.  I also had access to Microsoft Word 2013 with the dictionary, encyclopedia, and internet functions disabled, for the essay portion of my exam.  The essay was printed after I finished typing.  If I could go back in time, I would have also used a CCTV device as an extra support during my exam for when I had trouble seeing smaller items.

I received time and a half on the exam, which was adequate for me.  I also did not fill out the bubble sheet for the exam, instead having a paraprofessional do it after I had completed testing and left the building.  It’s worth noting that I did not receive my scores at the same time as everyone else who tested on the same day as me- I believe I had to wait an additional 4-6 weeks, as is common with most standardized tests that are in an accessible format.

Below, I have outlined my official accommodations for the exam:

  • Large print, size 22 Arial point font
  • Graphics enlarged to 250%
  • Extended time- 150%
  • Use of pens on the exam
  • Word processing software
  • Extra/untimed breaks
  • Use of alternative calculator
  • Small group testing environment

Overall, taking my SAT exam went incredibly smoothly, and I was able to score very well and get into my top choice college, as well as my second choice.  I am grateful that it was a relatively stress-free experience in taking my exam…well, about as stress-free as taking a SAT can be.

Requesting Extracurricular Accommodations

I’ve never had much of a problem with students telling me that I can’t be a part of a club or organization, because they see me as a person who can actively participate and contribute to the group. However, there have been many adult leaders who have worried about how the group as a whole would be perceived if there was a student with a disability in it- they saw me as a disability. I’ve been told my large print book might stick out from the other books, my blindness cane would make me appear to be helpless, and that my sensitivity to flashing lights was super inconvenient for them. Luckily, I have been able to make many friends through these activities that help me in different clubs. Here are some ways I have been able to encourage inclusion in extracurricular activities.

Explain things as simply as possible

No need to go into detail about diagnoses here. Explain your disability as it applies to receiving accommodations. For example, I tell people that I have issues reading small font and require size 22 font and equivalent picture size on materials. I also mention I have a case with the Department of Blind and Visually Impaired, so that way no one tries to argue with me if my low vision actually exists.

Talk to students in the group

When I was in a play my freshman year of high school, I was surrounded by cast members I had known since elementary and middle school, or that were in band as well. Because of this, no one ever really acknowledged I had a vision impairment, because they were so used to me needing large print or running into objects. Encourage members of the group to ask you questions if need be, but don’t worry about bringing up your disability every thirty seconds. I’ve found that students tend to be more accepting of people with disabilities than adults are.

Avoiding flashing lights

Flashing lights are a migraine trigger for me, and it’s impossible to shut out all flashing lights in the world. In a music ensemble I’m in, I wear very dark sunglasses and a wide brimmed hat to block out most of the flashing lights, and tend to keep my eyes closed when not playing. In other ensembles I’ve been in, the director would request the audience to avoid flash photography for the duration of the performance. Some directors would even tell the audience it was a migraine or seizure trigger. Chances are, you aren’t the only one who is sensitive to flashing lights, so it shouldn’t be a problem to request that they be limited.

Isolation is not the answer

A leader of a group decided that my disability was inconvenient to the other students, and moved me so that I was all by myself while everyone else was allowed to talk with others. As a result, a lot of students thought I was “the weird blind girl” and I had lots of difficulty making friends because people thought there was some deep reason as to why I was stuck alone. This problem was solved when a group of students noticed I had been outcast and asked me to join them. They didn’t mind that I needed large print or had trouble navigating. After that, I became much happier and felt more like a valued member of said group.  If a leader is concerned about having a student with a disability, schedule a meeting where other staff members and students will be present so they can address their concerns.

Remember your rights

You have the right to be able to see, and to receive accessible materials. Do not let anyone say that the large print is too distracting or that they don’t think you need it, or that they don’t feel like providing it. It’s discrimination, after all, if they don’t let you be a part of a group because of your disability.

I have made many of my closest friends through extracurricular activities, and am grateful for the many things I have learned. With these tips, hopefully you will be able to succeed in whatever clubs interest you.

How To Create A Disability Services File

Welcome! In this series, I will discuss how to start the semester off right, with all of the tools and tricks I have learned. Topics covered will include scheduling, navigation, textbooks, and more. If you have a specific request for a topic, please comment below and I will do my best to accommodate your request. Today is a request on how to create a disability services file.
I chose what college I was going to attend during my junior year of high school, a year before I even submitted my application. The Office of Disability Services was/is very welcoming and answered all of my questions. They have a dedicated staff member that handles all the low vision/blindness cases, and they know exactly what accommodations I need and what to ask for. I am incredibly lucky to have so many resources available to me, and I was excited to be part of this university.

Since IEPs expire the moment the student graduates from high school, it’s important to meet with Disability Services before school starts to ensure that the student continues to receive services in college. Most of the accommodations listed in an IEP can continue to be used if the student adds them in their Disability Services file. One thing that does transfer to college is 504 plans, though you still will need to create a file. It is highly recommended that you convert your IEP to a 504 plan before you graduate, something I did two hours before my graduation (though giving your case manager advanced notice is a must). Here is how to create a Disability Services file with your school. This also applies to students attending community/junior colleges, though the plan might not transfer when the student moves.

Start Early


I investigated what services were available to me before I applied to the school. While visiting other colleges, I planned my visits around interviewing staff members from the Disability Services offices in a one on one setting, spending thirty minutes or more at each interview. If your accommodations will not be met, this is not the school for you. The important thing for the student is to be proactive, not reactive, and that is also true for the Disabilities Services office. Some colleges won’t help you until you are in trouble, and it’s better to avoid the problem than to have to figure out how to solve it later (see my prior entry on scheduling). Don’t wait until there is a problem in a class to open a Disability Services file. I opened mine while I was still in high school after I had received my acceptance letter and committed to attending in the fall.

Get notes from your doctor prior to the Disability Services meeting

If you bring a doctor certification that you have a disability, you can set up the file at your first meeting with Disability Services. Usually you can find the forms the doctor needs to fill out on the school Disability Services website. My school required a recent ophthalmologist report, which I brought with me. Some schools may also require a physical, but mine did not.

Bring all documents you think might be important

I met with Disability Services in April to set up my file that would be used starting in the fall semester. I brought in my current IEP, my prior 504 plan from eighth grade (since I wasn’t converting to a 504 until the last day of school), and documents from my ophthalmologist that described my diagnosis. Other helpful documents to bring, if available, include Department of Blind and Visually Impaired case files, assistive technology evaluations, orientation and mobility files, occupational therapy assessments, medical diagnosis from other doctors (i.e neurologist) and similar documents. All of my papers were in a giant binder so I could easily reference them during the meeting (pro tip- get a rolling backpack to carry everything around).

Know what accommodations you need the most

For me, having access to my assistive technology devices, receiving digital copies of assignments, and preferential seating were the most important accommodations. I made sure those were the first I mentioned to Disability Services. Other accommodations in my file include time and a half on tests, extended time on assignments when requested, copies of notes, using a word processor for written assignments, large print on handouts, and the ability to attend class remotely if needed. Once I was on campus and worked with Disability Services, I added additional accommodations, such as noting that I would be using a blindness cane (yes, I did encounter a professor who was very confused over my cane).

Ask if your school has a disability testing center 

My school has a multiroom lab where students are able to take their tests in a quiet environment with their assistive technologies. I had to fill out a separate form for these accommodations. I receive time and a half on tests, a laptop with ZoomText and JAWS, use of my E-Bot Pro, reduced light, and use of a word processor as well as a calculator app on my phone. An accommodation made available to everyone is the use of earplugs during tests as well as a white noise machine to help drown out background noise. This testing center is invaluable to students with a range of disabilities, not just sensory ones.

Ask about other services for students registered with Disability Services

My school offers a writing center for students with disabilities who need extra help. I have not needed it, but students who struggle with writing have greatly benefited from these services. Ask if there are other tutoring opportunities or groups that help students with disabilities.

Request special housing, if needed

The sooner you request this, the better! Housing arrangements tend to fill up quickly. My freshman year, I lived in a single room that was adjacent to the resident advisor’s room so I could reach her quickly if there was a problem. This year, I live in a handicapped accessible apartment (on campus) with my own bedroom and I am able to navigate easily around the apartment, as well as being able to get to my classes and, most importantly, the dining hall. In order to get special housing, my primary care doctor had to fill out a form to certify my disability, which was in addition to the form to certify me for Disability Services.

Get a referral to the assistive technology specialist or department

At my school the Assistive Technology department is different than Disability Services. By receiving a referral, you can access services such as enlarged textbooks, assistive technologies, computer labs with built in accessibility software, and more. This is the most important department for me because while Disability Services can identify a problem, Assistive Technology solves it.

Make sure your file is ready for the first day of classes 

Get copies of your accommodations sheet (which Disability Services will provide) as soon as possible to pass out to professors. Be sure all your testing accommodations are set before the first exam. Don’t wait until you fail to set yourself up with the tools you need to succeed.

How To Explain Accommodations

Welcome! In this series, I will discuss how to start the semester off right, with all of the tools and tricks I have learned. Topics covered will include scheduling, navigation, textbooks, and more. If you have a specific request for a topic, please comment below and I will do my best to accommodate your request. Speaking of accommodating, here is how to best explain your accommodations and Disability Services file to your professors.



First impressions are more important in college than high school. Back in high school, teachers thought they could handle anything and everything, and then suddenly would express their worries about having a student with a disability, after it was too late for the student to transfer classes. Some teachers could handle IEPs and 504 plans really well, and other teachers preferred to focus on the class as a whole instead of accommodating one or two students. Legally, teachers must comply with these plans, but things happen, so students learn to work with it.

In college, professors are upfront about how the semester will go, and aren’t afraid to tell you if they can’t accommodate you. In order to figure out if the professor is open to having a student with a disability, I write an email before the first day of class, as well as talk to them on the first day to make sure we are all on the same page. Here is how I structure these conversations.


Email
– I begin the email by introducing myself by saying my name, my class year, and my major. Next, I inform them I have a file with the Office of Disabilities on campus, and that I also have a 504 plan. Then, I summarize my accommodations as simply as possible, and talk about any assistive technology I use. Finally, I sign off the message asking if there is any textbooks or class materials I need before class begins, as I want to make sure that I can get the materials in an accessible format. Here is a sample email:

Dear Professor Lastname,
My name is Veronica, and I am a sophomore studying software engineering and assistive technology. I have a file with Office of Disability Services and a 504 plan for low vision and testing accommodations. I need materials in a digital format so that I can enlarge them to a font size I can read, and I will be taking tests in the Office of Disability Services testing center. I use an iPad, Microsoft Surface Pro 3, and/or Android phone in order to access digital materials, in addition to my SmartLux magnifier and E-Bot Pro to access paper materials when needed. I also use a blindness cane with a rolling tip when walking to and from class as well as when walking around the room when obstacles are present.
Before the semester starts, may I get the name/ISBN of the textbooks and other materials for the semester? I want to make sure I can have them in an accessible format for the first day of class.
Thank you in advance, and I can’t wait to be in your class!
Veronica

The professor usually replies within a week, if not much sooner, with the textbook information and says they look forward to having me in the class. Some professors don’t respond, so I make sure to include extra details when I talk to them on the first day of class.


The first day of class-
On the first day, bring every piece of assistive technology that could potentially be used in the class (I typically bring a rolling backpack in addition to my normal bag) and read through the syllabus seeing what devices will be needed for future classes. Pay attention for phrases from the professor such as “I really embrace pencil and paper,” “I don’t like electronics in the classroom,” or “I will not allow any devices in the classroom.” If you hear these phrases, start looking for a new class to transfer to. If that is not an option, go to the teacher after class with your accommodation sheet from the Office of Disability Services, or a similar document that simply explains the services required. Try to explain everything in thirty seconds or less, as a long list of accommodations can be daunting. Here’s how the conversation usually goes.

“Hi, I’m Veronica. I have a file with Office of Disability Services for low vision. I need to receive materials digitally when possible. You can email me them at the beginning of class or post them on the class website. I also take tests in the Disability Testing Center. And in icy or extremely rainy conditions, I might be a bit late to class, but I will try to make it!”

Almost all of my professors have been surprised over how simple my accommodations are and are more than willing to work with me. If asked, I also do a brief demonstration of my devices that I use in the classroom- I put a piece of paper under the E-Bot Pro to show it enlarges on my iPad and can’t access the internet or other apps, or I run the SmartLux over a book to show how the text enlarges. I’ve only had one professor who seemed apprehensive over my technology, and I was thankful for their honesty, as I didn’t want a semester of frustration for both of us. I was able to transfer to a new class with a professor, who worked in disability policy prior to becoming a professor and embraced my assistive technologies, especially the SmartLux. It was a win-win for everyone.

This experience highlights another key thing to remember, which is to pick your battles. Yes, you can force people to follow your accommodations, but it may not be the best solution, as it can be stressful for not only the professor, but for you as well. This is especially true in classes that are in the core curriculum/general education requirements (i.e, not your major), as there are always different professors and different classes you can take to meet these core requirements. Find the professor that understands your accommodations and sees how simple they truly are, and that helps you to thrive in the classroom environment. They might even forget you have a disability.

Feel free to link to my posts on the E-Bot Pro, SmartLux, and education apps in order to explain the technologies to your professors. Remember, your disability is not to be viewed as an inconvenience, rather just another component of the student you are.

Testing Accommodations For Low Vision Students

Finals week is fast approaching for college students and I have to say I’m not nervous at all for my finals. It helps that my first college final week last year was a whole new level of stressful because I had just been in a car accident two weeks prior and couldn’t think straight because of neck pain, so any finals week in comparison is remarkably less stressful. Another thing that helps is that I have testing accommodations that allow me to focus on the test, as opposed to stressing my eyes out trying to process the material. Here are the accommodations I receive through disability services in college, and some that I received in high school that were written into my IEP.

Colored paper and Arial font

I did a science project in eleventh grade about how colored backgrounds were easier to read for long periods of time as opposed to sharp white, and I have found it’s easier to focus my eyes on a shaded background than white. I usually received tests in high school on light blue or light yellow paper. Arial font is important because it reduces the risk of mistaking letters for one another and it’s clear to read, as well as the fact it scales well on the paper.

Single sided paper 

So one day in tenth grade, the paraprofessional enlarging my work decided to print my tests double sided, something that had never happened before. When I started writing on the test, the sharpie pens I wrote with bled through so I didn’t notice there was information on the back. My math teacher approached me after looking at my test and said “great news! You did really well on half the test…you just didn’t see the other half.” Thankfully, she let me redo the other half, and I never received double sided papers again for testing.

Ear plugs

I have what my family calls super sonic hearing, meaning that my sense of hearing is elevated to compensate for my lack of sight. As a result, I can get easily distracted in testing environments by water dripping from a faucet, the air conditioner, and even voices from halfway across the hall. As a result, I would wear ear plugs, or sometimes just headphones unplugged from my iPod, to muffle background noise and help me concentrate better.

Time and a half 

For timed tests, I receive time and a half so that if there is a problem during the test or if I just need the extra time, I have it. While I don’t often use it, it was extremely helpful during my SAT and ACT tests

iPad apps, when necessary

I rely on certain apps for my learning on the iPad, including a calculator. I have been able to use the myScript Calculator for the state standardized tests, called the SOL in Virginia, the SAT and ACT, and in the classroom as long as guided access is enabled on my iPad.

Sharpie pens

Most tests require students to use pencils, but I am unable to see pencil due to the very faint gray color of the lead. While this is no problem in college to use, I had it specifically written into my IEP that I could use pens. Obviously, I did not use Scantrons.

Low light testing environment

I have pretty intense photosensitivity and bright fluorescent lights are one of my enemies. For my standardized tests, ACT, SAT, and college tests that I take where I am the only one there, the lights are dimmed 50% so my eyes don’t burn from the light. In college, the overhead lights are not used and I have a lamp next to me instead.

E-bot Pro

I have a more in depth review, but this little machine is the reason I have done so well on tests this semester. It is a CCTV that broadcasts to my iPad so I can adjust contrast and zoom in from my iPad. It also can read text when needed. It uses its own personal wifi connection so the iPad can’t access any other apps or the internet. According to a vendor I spoke with, it is approved for state standardized testing in Virginia as well as the SAT and ACT. It is a relatively new device, and one I wish I had in high school.

Large table

All of this assistive technology starts to pile up very quickly on a normal sized desk. While I don’t believe this is written into my accommodations, taking a test on a larger table in the classroom is always something I request. My geology professor lets me set up all of my technology on her desk, and there’s always been a large table lying around somewhere back in high school.

High contrast images, graphs, and maps

When I took geography as a ninth grader, my teacher noticed I had trouble reading the maps and enlarged them on PowerPoint for the entire class to use so that the symbols were clearer. He noticed test scores went up because everyone found it clearer to see. Having images that are easier to read benefits more than just the student needing the accommodation.
While it may seem like I receive tons of accommodations to take a test, most of these are very basic. Although I had one teacher say that me receiving testing accommodations was unfair to the other students, none of my other teachers have said that these give me an unfair advantage. Testing accommodations just help me to show what I know on a test, just like the other students get to do.

Why I Prefer My Schoolwork Digitally

We live in an age where it’s easy to go paperless, but many people have wondered why I embrace having all of my schoolwork digital, when possible. Here are ten reasons as to why I love being able to hold a wealth of information on a device

It’s much more lightweight. 

As someone who has neck, back, and shoulder issues, I’m not interested in having to carry a heavy backpack filled with papers or textbooks. Carrying around several ten page large print worksheets can add up very quickly, and having to sort through several packets can get frustrating very quickly.

I can add color filters easily. 

Before I started getting all my work digitally, I would get my work enlarged on stark white paper that would cause glare on a page. Alternatively, when I got my work enlarged on colored paper, my backpack would look like I was carrying a rainbow and at times the colors of paper that I could see the easiest weren’t available. I can easily change the background of a page to be blue or put a red filter on my screen to reduce glare and eye strain.

 Easy to enlarge text. 

Quite simply, you can’t zoom in on a piece of paper. And when magnifying glasses give you a headache, if you can’t read something on paper, you have to get over it.

Technology can fit on a desk. 

One day in science class when I was 14, a piece of classwork had to be enlarged to eighteen point font, the smallest size I could read at the time. To accomplish this, the assignment had to be enlarged so large, that I couldn’t work at my desk, and instead had to work on the floor of the hallway because the paper was so large. With digital tools, a user can simply scroll across the page to read information.

People won’t forget about it. 

I had several teachers forget to enlarge my work in middle and high school. By sharing a digital file, I can have assignments at the same time as my fellow students instead of having to wait for an assignment to be enlarged.

No one has to attempt to read my terrible handwriting. 

I have dysgraphia, and typing is much easier than attempting to read whatever I wrote down.  I can’t read my handwriting, so typing is much more efficient.

I can use applications on my computer to enhance my learning experience. 

It isn’t uncommon to see me using a screen reader and magnification at the same time so I can make sure I retain all the correct information.

There’s less of a stigma. 

I’ve had students and teachers give me very funny looks for having to use large print, and some would be downright rude about it. I’ve even heard someone say that me large print was unfair to the other students. Nowadays, it isn’t weird to be seen typing on an iPad or using other technologies, as chances are, others are using them too.

It’s often easier to balance. 

Having to carry twenty sheets of paper around a science lab as opposed to an iPad was much more unpleasant and difficult to organize. Plus, I accidentally set my paper on fire once in a lab.

Having access to it prepares me for the “real world.”

By having access to technology in high school, I am prepared to adapt to any situation when it comes to requesting materials I can view. Anything can be found digitally now, and by knowing how to access it, I can adapt the world to my needs, instead of demanding the world adapt to my needs because I don’t know what to do. I am grateful for learning how to adapt digital material to my different needs, so I can feel like I can do anything now.