Microsoft Office Specialist Certification and Low Vision


I had the opportunity to take a class my junior and senior years of high school that allowed students to test for Microsoft Office certifications. These certifications, which are internationally recognized, included Word, Word Expert, Excel, Excel Expert, and PowerPoint. The Word, Excel, and PowerPoint certifications were done the first year, and the Expert certifications, which are two part exams, were done the second year. These certifications have always stuck out on my resume, and many people have asked me about them.

I was lucky to have a teacher who knew low vision extremely well, as they have a parent with macular degeneration. As a result, they were more than willing to help me with accommodations and to help ensure that I could access everything. Here are some of the tips and tricks we used for training and testing for the certification exams. We used Certiport for testing, and I received my Microsoft Office Specialist Master certification in 2015.

Testing Accommodations

My teacher requested accommodations for a magnification tool and for double time on the test, very similar to the accommodations I receive for other standardized tests. We never had any issues with getting these accommodations, though it was determined that it was impossible for me to use Microsoft Access, a database software, so I never became certified in that. Accommodations were filed over a month before I sat for the first exam and we did not need to re-submit them for the other exams, they were automatically approved.

Enlarging Office applications

I had my own special computer in the computer lab that no other student was allowed to use. On this computer, there were two types of magnification software, one created for testing and one for normal use. The display was scaled to 200% so images and windows were larger. Text was also enlarged as large as possible. The Microsoft applications had a colored tint as a background and high contrast buttons as a result.  For more on Windows 10 accessibility, click here.

Practice tests

For class exercises, we used a software called GMetrix, which allows students to practice doing different tasks and creating documents. Instructions can be enlarged by clicking on the white box with text and then holding down the control (ctrl) and plus (+) keys until desired text size is reached. One thing is that before submitting work for review, the user must scale the font size down to the original size from when the document was opened, or the software will mark the question as wrong- same goes for the certification exam.

How the certifications have helped

While studying for these certifications, I was able to learn a lot more about the functions of Microsoft Office. I was able to learn how to create accessible materials quickly, a skill that has benefitted me many times. In addition, I was able to learn how to create high quality projects, and have consistently had the most impressive PowerPoint class project designs. I’ve also been able to help many of my fellow students with Microsoft projects- my suitemates last year would frequently ask me questions about using Microsoft Excel.

Overall, I couldn’t have been more lucky when it came to getting my certifications. Not only were they a great addition to my resume, but I have been able to use skills I learned from them every day.  This class also helped prepare me for taking the Information Systems CLEP exam. Getting one of these certifications is way better than taking an AP class, in my opinion- after all, most employers will be more impressed that you passed an Excel Expert exam than if you passed an AP History exam. I highly recommend taking these exams, no matter what you may study in the future, as this technology is used in every career.

Kindle Fire for Low Vision Review


A few months ago, Amazon did a special where you could purchase a refurbished Kindle Fire 7″ tablet for about $30. Now, I’m a huge fan of the Nook e-reader, and have been since it first came out, but I had been curious about Prime Reading and Kindle Unlimited, especially with the audio features. So I decided to try out the tablet, and here’s what I discovered. I was not compensated in any way for this review.  Link to tablet here.

First impressions

Having been an Android user since Eclair (2010), I naturally thought that the interface would be very familiar to me, especially since Android has been accessible to low vision in the past. I went to use my tricks to make Android accessible…and found a lot of them didn’t work on the tablet, because of Amazon’s custom operating system, and I couldn’t use any Android third party applications, which I rely on a lot. So this tablet was definitely going to be for reading only, not using any other applications.

The screen reader

I was surprised how much I liked the screen reader built into the system. It is enabled by touch, instead of needlessly reading through settings. I have to triple click to get to anything, so I decided to disable the magnifier. I normally do not use screen readers, and prefer large print or magnifier tools when possible.

Viewing the library

Because of the small screen, I decided to view what was available for the Kindle on my computer. As a Prime member, I have access to several titles for free, a lot of which I recognized from popular series, and can check out an unlimited amount of books with this service. I can also check out one book a month with the Kindle lending library. A handful of books are synced with Audible narration, so I can alternate between reading and listening- not many are, though. There’s also magazines available, but I prefer to read those using the Zinio app (more on that here).

Kindle Unlimited

There’s another feature available called Kindle Unlimited, which gives users unlimited access to about a third of the catalog for $10 a month. A lot more of these titles have Audible narration available, which is fantastic for users who prefer audiobooks. This is especially helpful for users that are blind that prefer natural speaking voices, as opposed to the screen reader.  However, a majority of the titles can also be found on Prime Reading, so it doesn’t make much sense for me to have it, especially since I don’t use the Audible feature a lot.

Actually reading

I kept the screen reader turned on when reading, but found it extremely difficult to turn pages. I ended up turning it off and using the Audible narration built in. I’m sure there’s some trick to page turning that I don’t understand yet, but the large print was generously sized enough for me.  Here are my typical preferences for print materials.

Using other services

I use Bookshare, a special service for people who are blind or have low vision to receive accessible books. I had problems trying to load these books onto the tablet, even though they were in the universally accessible EPUB format. I consider myself extremely tech savvy, so this was a strange experience. I did not see any accessible reading apps from Bookshare available on the Amazon app store either. OverDrive, a book service my library subscribes to, worked very well on the Kindle though (more about that here).

Review

I found the Kindle Fire to be a good tablet with a bit of a learning curve. It’s not the most accessible tablet for people with low vision or blindness, though. I am going to keep using it to see if it improves over time, but for right now my recommendation for eReaders has not changed. I continue to recommend the Nook GlowLight for books and for using Bookshare, and iPad for textbooks and magazines. If Amazon improves navigation with the screen reader or gives users larger text options, this will change.

Kindle for low vision

After doing some research, I discovered that there is a Kindle system specifically configured for users with low vision or blindness. It comes with a Kindle PaperWhite, which does not display color. It also includes a special audio adapter so the user can control the system using their voice, something that would have been an amazing feature on this Fire tablet. It also comes with a $20 Amazon credit to defray the cost of the additional adapter, as Amazon believes it shouldn’t cost extra to have accessible materials, something I really appreciate. I have not tested out this system, but it seems to be a much better layout for people with low vision.

Overall, I was not overly impressed with this tablet, especially since I am a devoted Bookshare user, and the service did not work very well with the Kindle. However, I see potential in this device, and if it can improve its accessibility features, or be compatible with the voice control system, it would be a great resource for people with low vision.

App Accessibility Checklist for Low Vision


About a month ago, my friend recommended an application to download on my phone. I wasn’t sure if they had thought about this, but there are many apps, even popular ones, that are inaccessible to people with low vision or photosensitivity. Right as I was about to ask, my friend said “don’t worry, the text can be enlarged to your size and there’s no strobes.” I was happy that not only my friend had checked for these things, but that the app developers had thought ahead of time and made their app accessible to people with low vision and photosensitivity.

Too many times, accessibility is considered a last minute thing to add to an application. With so many people identified as having a disability, app developers should be more aware of how important it is to consider diverse users when developing an application. Here are seven accessibility settings I check for when downloading an application, either on my Android phone or iPad. While this is targeted towards users with a disability, this also helps seniors and adults who simply forgot their reading glasses.

Can text be enlarged?

While some applications support the operating system’s default text settings, there are other apps that use their own fonts. Check that these fonts can be enlarged to a legible size- typically, I use a size 24 font, though bigger is almost always better. If there are different font style options, that is awesome too- people with certain print disabilities benefit immensely from weighted fonts like Comic Sans.

Can screen readers be used?

Many users use a tool like VoiceOver (Apple) or TalkBack (Android) in order to access text. Adding alt text image descriptions is also important so the user isn’t left guessing what was in the picture. If the image is purely decorative, write “null” or “decoration.” And please, have a skip navigation option, so the screen reader isn’t reading through unnecessary information.

Is everything displayed?

When the font is enlarged, make sure that all text, as well as buttons, are displayed on the screen in a logical manner. Some apps have text run off the screen, or do not enlarge buttons, which makes it impossible to use the app.

Is there sufficient contrast?

Is it easy to read the text on the screen? Having options to change the colors of the background or other buttons can be helpful in ensuring that users are able to see an app clearly. Having a night mode with a dark color scheme also can help reduce glare.

Are there strobe or flashing effects?

I have used a couple of applications that had random strobe or flashing light effects, or that used strobe notifications that could not be disabled. I even had a phone for about an hour that was a giant strobing mess. These apps were uninstalled immediately, and the strobing phone was returned as well. While a light at the frequency of a car blinker is fine, do not use strobe or flashing light effects, especially in red/blue colors, and give the user no way to disable them. For more information on who can be harmed by these effects, read this.

Can I use my own keyboard?

Some applications prevent the user from accessing a third party keyboard, or even the speech-to-text option. Allow users to be able to use any keyboard for maximum compatibility.

Do I have to think about using this?

If the user has to remember a complex series of steps to take because of accessibility settings being enabled, then the app isn’t worth using. One of the main design principles is that if the user has to think while using a product, then the designer has failed. Make sure users don’t have to jump through too many hoops.

Accessibility is very important to me, and I am always grateful when developers keep users like me in mind. While there are so many other disability areas to remember, I hope developers will continue to remember those of us with low vision and photosensitivity when creating apps.

Too High-Functioning


The teacher is passing out the classwork for the day, and there is a noticeable lack of large print or colored paper at the bottom of the pile. As it comes time to give classwork to my section, the teacher looks at me and goes “Oh shoot, I forgot you needed large print. Figure something out.” My best friend next to marks another tally on a list we call “times Veronica didn’t get her work”- in one class, we have over two dozen tallies.  I often leave the classroom to go enlarge my assignment, since I know that if I don’t, the teacher will give me a zero and remind me of how they wished I wasn’t in their class. Even though I have an IEP, and have had one since kindergarden for my low vision, that doesn’t seem to stop teachers from continuing to discriminate against me. I report this to my case manager or other staff member in the special education department, and they pretty much say the same thing each time:

“You’re so high functioning, it’s easy to forget about you!”

My parents and I are in an IEP meeting because I currently have a C, or a D, or a F in one of my classes. The teacher has repeatedly forgotten or refused to enlarge my work, saying it is a waste of resources. I have As in almost all of my other classes, Bs in a few of them. My parents are trying to figure out how an A student is getting such low grades, and why nothing is being done about it. But, by technicality, Cs and Ds are passing, and the special education department says that everything is fine, after all:

“You’re so high functioning, we have other students to take care of!”

I need some additional resources in the classroom. I try to bring this up with special education staff both at my school and at the district level. Most of my requests are ignored, because I shouldn’t need the help. When people do appear from the district level, they are asking me questions about other students, or strictly talking about other students, saying that I am an easy case, they don’t have to worry about me, there are worse-off kids that deserve their time, and I am wasting their time. I realize that the only way I will succeed is if I figure it out myself, since they always tell me:

“You’re so high functioning, you don’t need our help!”

I’m a college student who is studying assistive technology and am waiting for a friend after a band performance. I’m holding my instrument, wearing sunglasses that block out the glare of the lights, and balancing my blindness cane in the other hand. While I’m waiting, a person I have never met walks up to me and starts asking a series of rude questions about my vision and how they had never met someone like me before. They do not stop talking to me, and get frustrated with me that I don’t respond. Later on, I am told to apologize and answer their questions, and their response is almost exactly what I expected:

“You’re so high functioning, that’s inspirational!”

My typical response to people calling me high functioning used to be saying “thank you, and so are you.” However, recently my attitude changed about this, and I realized that I could replace the negative phrase with a more positive one. Despite the best efforts of school personnel, I have been able to see past the negative circumstances given to me and still succeed in school. I have discovered my passion for assistive technology and helping others to succeed. My condition is a major factor in my life, yes, but it isn’t the only thing in my life. I am not just high functioning:

“I am high achieving.”


Five Myths About Print Disabilities

As the school year comes to an end, preparations for a new school year are beginning.  As students transition to new classes and possibly even new schools, they may find that there are people that don’t know what a print disability is, and these people may struggle to create accessible materials or order special items.  It’s important to start the school year off right, so here I have compiled a list of five myths about print disabilities, and how to ensure students receive accessible materials

Myth 1- There’s no need for large print in math/science

While there are some print disabilities like dyslexia that only affect letters, most print disabilities affect letters and numbers in all subjects, as the font is too small to read.  There may be added difficulty with graphs, exponents, subscripts, maps, and even music.  Always have large print materials available for all subjects- this extends to textbooks as well.

Myth 2- Writing in all caps is the same as large print

DOES THIS LOOK ANY LARGER TO YOU?  Nope, didn’t think so.  Writing in all caps in a small font size is not the same as having large text.  There’s no need to write in all caps in large text either. Unless the rest of the class is getting everything in all caps, there is no reason for the student with a print disability to get everything written that way.

Myth 3- If you sit there long enough, inaccessible materials will become accessible

One day, I received a practice test that was in small print.  I walked up to the teacher and asked for large print, and they told me to sit there and try harder to see it.  After staring at it for an hour, the font didn’t magically enlarge or become clear so I could see it.  It’s also a bad idea to argue that the student doesn’t need large print, especially if they have an IEP.

Myth 4- Students should feel bad requesting large print 

At a band audition, I had trouble seeing the music that was provided for me.  The teacher on duty (not my teacher) informed me that I could throw everyone behind for 45 minutes so they could enlarge my music, or I could suck it up and play the music I couldn’t see.  This teacher knew exactly how to make me feel guilty for something I couldn’t control, so I just tried to guess what the music was- and looking at my extremely low score, I’m pretty sure my guess was very off.  Looking back, I should have made them enlarge it, as I deserved the same opportunities as the other people auditioning.  I don’t get any extra advantage with my large print.

Myth 5- If a student can use a cell phone, they don’t need large print

I actually have an entire post dedicated to this topic called “My Phone Isn’t Paper.”  Paper displays and digital displays are two different things, and students have found ways to be able to use technology using the accessibility settings.  After all, you can easily zoom in on a digital screen…the same can’t be said for a paper screen.
You have the right to see materials just like every other student, and your school is required to provide accessible materials for you if you have an IEP or 504.  Don’t let anyone tell you otherwise.

State Standardized Tests/ SOL Accommodations For Low Vision

Every state has their own form of standardized tests. In my home state of Virginia, we have the Standards of Learning exams, most commonly referred to as SOLs. At least one of these tests is administered a year, from third grade to twelfth grade, and students sometimes take up to four of these exams. While they technically don’t count for a grade, students need to pass a certain number of SOLs in order to advance in school or graduate. For the majority of the student population, the tests are administered online with fill in the blank, choose multiple answers, and multiple choice questions, in addition to exams where the student writes an essay. There’s only one problem with these digital exams- they can’t be enlarged.

Before the digital exams came out, everyone took exams on pencil and paper, but I had a special exam that was in large print. In third grade, my first year of taking the SOLs, the school forgot to place an order for all four of my exams, so when test day came, I didn’t have a test, so the school decided I would go sit in a classroom with first graders while the rest of the class took exams. When the tests showed up a week later, I had to take all of the tests in one day, as opposed to having one day to complete each test. Luckily, the test proctor gave me candy inbetween tests as a way to apologize for what was going on. Ordering tests early is extremely important, as if you have a student who uses large print in the classroom, they need it in the testing environment too.

In middle school, the tests converted to a digital format, and I was beyond excited for this. I couldn’t wait to be able to enlarge text and graphs how I needed them, and be able to work with computers, since I love technology. As I expressed my excitement, someone turned to me and said “oh, you can’t enlarge this. The magnification feature is locked to prevent cheating.” While this was before I knew a lot about assistive technology and accessibility, I still thought that made absolutely no sense. How is being able to see something clearly considered cheating?

I think a lot of the stigma about receiving a large print test started once the digital tests started being used. The large print test was printed on ridiculously large paper, since it took up three desks in size. The text was enlarged to size 20 point font, and at the time I also had accommodations to use pens and highlighters, while other students had to use pencils. One interesting thing is that while the rest of the class could use a calculator, I was not permitted to use one because they did not have one that I could see. Another fun fact about the test is that the ten field/test questions on the traditional exam are eliminated, as are the fill in the blank, true/false, pick multiple, and other free response question formats. I had less questions than everyone else, and the questions were multiple choice. One year, I had a teacher complain to the principal that I finished before everyone else, to which my family and I had to explain that I had ten less questions than everyone else, so naturally I would finish quicker. I also didn’t have to transfer my answers to a Scantron document, so that saved time as well.

I always managed to pass my SOLs until I took geometry. My geometry teacher was awesome, and probably one of the best math teachers I had in school because they understood how to create accessible materials. Unfortunately, the people who created the SOLs did not know how to create accessible materials, as my mom and I found out that graphs and other images were only enlarged to 113% (as of 2017, they are now enlarged 166%, but since I receive materials enlarged to around 250%, this still wouldn’t be large enough). I wound up failing the SOL because I had so much difficulty with the graphs and shapes, but I was eligible to retake the exam the next semester.

As a student with an increasing interest in assistive technology, I suggested that the test be broadcast on a projector in a classroom so I could work out the problem on the white board and then record my answer in the test booklet. It was easier than magnifying the test, as my eyes hurt whenever I used a magnifying glass, and I was not provided any other assistive technology like a CCTV. Because I had sensitivity to flashing lights as well as lights in general, I had to take the exam in a classroom that was almost completely dark, with my case manager as a proctor (who later told me they were worried about falling asleep while I took my exam). I wound up failing the exam on the second try as well, but only by two questions. Since I passed my algebra 2 SOL (using the same projector accommodations, and still without a calculator), and I only needed to pass two math SOLs to graduate, we decided not to worry about geometry anymore.

When I moved to a different high school junior year, I got the opportunity to finally use a calculator on my SOLs. I was recommended the myScript calculator app, which would be enabled in guided access mode so I couldn’t use the Internet or any other apps. This was extremely helpful, and I managed to do very well on my chemistry SOL because of it. I remember being very excited about this calculator, to which my guidance counselor asked if I wanted to try my geometry SOL again, and I said that I’d really rather not.

I graduated with an advanced diploma from Virginia public schools in 2015, meaning I had passed at least two English exams, two math exams, two science exams, two history exams, and another exam in one of those subjects. Since I have graduated, the E-Bot Pro, my favorite CCTV, has been approved for use with the SOL. Students can also apply for accommodations to use portable CCTVs such as the SmartLux or other video magnifiers on the exam. As I like to say, everyone has the right to see the same things as everyone else, and that applies to testing as well. I hope my experiences with the SOL can help other students with low vision taking standardized tests, and that they may be able to do better than I did.

If you have any specific questions about my SOL accommodations, feel free to comment below, as comments go directly to my email. I will do my best to respond.



Colored Paper and the Readability of Text

On my seventeenth birthday, I presented at a science fair affiliated with my school district about my research on how the color of paper can affect the readability of the text on the paper.  This was the first time I really investigated how important contrast is when creating accessible documents, and I was able to determine the colors of paper I preferred for my assignments.  When I presented this research to the science fair judges, I received an unexpected surprise- three out of the five judges were colorblind!  Globally, one in twelve men and one in two hundred women are colorblind, and the odds of encountering two men and one women who are colorblind in a room seemed to be one in a million.  My friends and family found this experience absolutely hilarious, and told me that it would be a great story to tell if I ever presented my research again, though I wasn’t very amused.

My interest in this topic began in 2013, when I visited a neuro-opthalmologist at a large medical center who showed me an eye chart with different colored backgrounds.  They explained that people tend to see better on the eye chart with colored backgrounds because the colors helped reduce eye fatigue (from the white glare of the normal eye chart) and it was easier for the eyes to focus.  I was fascinated by this, and chose to do more research on it for my science fair project.  Over the years, I have learned even more about creating accessible materials and how important contrast is, and will be sharing some of the practical applications of my research below.

What colors work best

Light yellow and light blue were found to be the paper colors that were the easiest to read off of.  It could easily be read in all lighting conditions, and the effectiveness of the colors weren’t diminished if someone wore tinted glasses (like I do).  I have found it is easy to read on these colors for long periods of time, and all colors of my pens and markers show up sharp even on the colored paper.  Blue is best for large amounts of information or reading, while yellow works great for worksheets.

What colors work less well

Neon bright colors, while they do stand out, often contribute to eye fatigue and the eyes may have trouble focusing on the page.  Darker colors, such as those found on conventional construction paper, may also be difficult to read.  The darker backgrounds obscure text and make information difficult to process.

Using colored films

While this wasn’t part of my project, one of my teachers found that I processed information much better when they added a colored film on top of the paper that they were projecting, or when I layered a colored film on top of what I was reading.  Because of the way fluorescent lighting was set up in some classrooms, I found these films difficult to use when the lights above me would reflect on top of the plastic, so I very rarely used them while sitting at my desk.  Now that I am in college though, and most of my classrooms don’t use fluorescent lighting, I have found myself reaching for these films more often when I have to read papers for long periods of time.

Changing white intensity

Since sharp white can be bad for eye fatigue, I have blue light filters on all of my main electronic devices, including my desktop computer, laptop computer, Android phone, and iPad.  I also have a post dedicated to reducing eyestrain with technology.

If I put it on a colored background, does this mean I don’t need large print?

NO!!  If you have low vision, please continue to use your preferred font sizes and image sizes, even if you use a colored paper.  The page color is supposed to make text easier to see, not to add any other difficulties.

Bottom line, the page color can influence the readability of font, and by using light colors, the reader may find it easier to read for long periods of time and not have as much eye fatigue from glare.  Experiment with different papers and figure out which one works best.

ACT Accommodations For Low Vision

Even though I took the SAT, it was recommended that I also take the ACT (plus writing) test, as colleges liked to see that students took both exams.  While getting my SAT accommodations for my print disability was fairly easy, since I had taken an AP exam in the past, getting my ACT accommodations was extremely stressful.

I was denied my initial request for large print, however was approved for triple time, and received notification about this eleven days prior to the test.  Following that, my mom and I contacted the ACT organization, who requested more documentation for my disability, so we sent them my IEP and certification of low vision from my opthalmologist.  We also got the school testing coordinator involved in the process.  Nine days after I was initially denied accommodations, and two days before the exam, I was approved for everything I needed.

Like my SAT, I took the test in a small group setting in a different classroom than the rest of the students.  We went to the school I would be testing at the day before my exam to fill out forms as well, so when I got there, they could immediately start my exam.  Since I had triple time on each section on the test, the sooner I started the exam, the sooner the exam would be over.  I had triple time for all of my sections, and while I was approved to take the exam over the course of several days, I chose to take it all in one day.

I received a large-text test booklet with 18-point Arial font, and the testing coordinator transferred the responses from my booklet to the answer document.  I was allowed to mark in my test booklet, and use my colored pens and highlighters for the test.  I had two desks that I used to spread out materials, and the lights were replaced with lamps in the testing room to reduce the risk of flickering fluorescent lights.  I took a break between each section, but never left the classroom.

I was approved to use the myScript calculator app on my iPad with guided access enabled, so I couldn’t access the internet or any other apps.  I also was permitted to use a magnifier and a blank 3 x 5 index card for tracking text.  The index card was especially helpful when tracking math and science text.  I was not allowed to use a computer for any section except for the writing section- I used Microsoft Word and had spell check and the internet disabled.

I received my scores about six weeks after everyone else, as is typical for most large print exams.  One thing I liked is that I was able to see how I did in individual sections, and it was relatively easy to send scores to the colleges I applied to.  Overall, I would recommend taking both the ACT and SAT tests, and filing for accommodations several weeks in advance, and submitting every piece of documentation you could possibly think of.


 

My Phone Isn’t Paper

Back in high school, I had teachers who didn’t believe that my vision was as bad as I said it was. They believed that I was like the rest of my friends- texting, reading, and driving around. These teachers would often ask me, my friends, my parents, and even my case manager why I could be texting (or doing some other task) but not able to see what was on the board or on my non-enlarged classwork. And honestly, it was very frustrating to explain time and time again.

I have many accessibility settings enabled on my phone and also use third party apps in order for me to see my phone clearly. The font size on my phone is the same as the font size I receive for print materials, and I have a high contrast filter applied. As a result, I am able to text my friends easily and use my phone as much as anyone else.

I also use an eReader to read books,enlarging the font size to the largest one available. I have a print disability, meaning I cannot read small text, which is why I had an IEP in school with accommodations that included large print. Comparing my ability to read accessible materials and my ability to read inaccessible materials is unfair.

As I’ve gotten older, more and more teachers have asked me if I drive or have a learner’s permit. Since I could barely see the board even with visual correction, I was always confused when teachers were surprised that I don’t drive. One teacher went as far to ask my friend sitting next to me if I was able to drive, trying to see if they could trick my friend into telling what they believed was the truth. Of course, my friends often laughed at the idea of me behind the wheel, saying I would have six casualties before I even pulled out of the driveway.

The most frustrating comments of all were when I was asked why I couldn’t see perfectly, even with glasses. Just like crutches don’t make someone walk perfectly, glasses don’t make someone see perfectly, it only gives them the maximum correction. That may not mean perfect eyesight, and they might need some accommodations to ensure they are able to see things. Never doubt that someone could have low vision just because they are wearing glasses, and don’t compare their sight loss with correction to someone’s sight loss without correction. Also, if someone has an IEP, chances are they need the services they are provided, and it is a bad idea to argue that they don’t, especially when it comes to low vision. Assistive technology has come a long way, allowing people with disabilities to seamlessly integrate with their friends, and I will always be grateful for the technological advancements that have helped me succeed.

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.