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COLLEGE SUCCESS FOR STUDENTS WHO ARE BLIND AND VISUALLY IMPAIRED
 March 1996/Updated November 2005

This project developed out of Denise Vancil's (former student and Living Skills instructor) experience as a totally blind student in the California public university system and as a client of the California Department of Rehabilitation.  In her capacity as a living skills instructor at The Hatlen Center, Denise wanted to use her college experience to advise her students who were starting college themselves.  In an effort to expand the project's scope, we have included input from other staff members – especially Ronald Hideshima, our Access Technology instructor - and added some information relevant to students with low vision. 

TABLE OF CONTENTS

  1. Things You Should Know as You Enter College: An Overview                   

  2. Important Tips for Getting Started                                                                        

  3. Working With a Rehabilitation Counselor for the Blind                                  

  4. Organizing                                                                                                            

  5. How to Hire a Reader                                                                                             

  6. Note-Taking                                                                                                                   

  7. Accessing Print                                                                                                              

  8. Writing Assignments:  Reports and Essays                                                       

  9. Research                                                                                                              

  10. Study Tips                                                                                                             

  11. Test Accommodations                                                                                    

  12. Financial Support                                                                                                             

  13. Orientation and Mobility                                                                                               

  14. Helpful Hints:  Summary                                                                                                  

  15. Quick List of Important College Supplies         

 

I.  THINGS YOU SHOULD KNOW AS YOU ENTER COLLEGE: AN OVERVIEW

A.  TYPES OF COLLEGES:

1.      Community College or Junior College - Sometimes referred to as a J.C.  Example: Contra Costa College.  There are several reasons for choosing a J.C.  For example, some J.C. students intend to transfer to a four-year college, some want a two-year degree, some take one or two classes in a certain field to increase their expertise in that area, and some take classes for enjoyment.  Advantages are that it is easy to get accepted (you do not need a high school degree) and it is inexpensive.

2.      State University - Example:  San Francisco State University.  State universities receive State funding.  State universities tend to have higher tuition and more requirements than community college.  They are cheaper and have fewer requirements than the U.C. system. 

3.      University of California (U.C.) System - Example:  University of California at Berkeley.  Some people feel that graduating from a U.C. will lend an advantage in obtaining a job after graduating, but it depends on the field you choose.  A disadvantage of the U.C. system is that classes can be large so you may receive less individual attention from the professor.

4.     Private Colleges - Examples:  University of Southern California, or trade schools like massage therapy schools or computer training centers.  Private colleges tend to be more expensive than other colleges.  They also tend to have smaller classes and more individual interaction with professors.  Scholarships or other financial assistance often are available.

B.  TYPES OF DEGREES:

  1. Associated Arts (A.A) degree: This is the degree you would obtain from a J.C. if you took classes full-time for two years (or the equivalent).
  2. Bachelor of Arts (B.A.) or Bachelor of Science (B.S.):  The name of the degree depends on your field of study but the two are similar.  The B.A. or B.S. is the degree you would obtain upon completion of study at a State University, U.C., or private college, if you took classes full-time for four years (or the equivalent).  This is the degree that the majority of people attending college are trying to obtain.
  3. Master of Arts (M.A.) or Master of Science (M.S.):  Again, the name of the degree depends on your field of study.  Typically, an M.A. or M.S. degree takes two years in graduate school after getting a B.A. or B.S.  Some people are required to write a thesis and/or to take a master's exam.
  4. Doctorate or Ph.D.:  This is a degree someone would pursue after college or graduate school if they wanted complete mastery of a subject.  It involves an extensive amount of research and usually a dissertation (which is like writing a book on a specific, original subject). 
  5. Credential:  This is a certificate that is required in order to become a teacher.  The credential is a certificate of completion, which usually needs to be renewed every few years.

This is a basic overview of the most common degrees.  Your academic advisor can inform you about other types of degrees. 

C.  TERMINOLOGY:

  1. G.E. or General Ed:  a core of classes that everyone takes no matter what degree they have decided upon.  Different colleges have different core requirements.  The core classes are divided into groups and you may need to take one class from each group.  These groups tend to be broad so that individuals may choose among several classes to fulfill a particular requirement.  Examples of groups are Humanities, Math, and English.
  2. Major:  primary focus of study.  Each major has requirements that you must meet.  To determine these requirements you need to consult the school catalog and talk to your academic advisor.
  3. Minor:  a secondary focus or secondary interest of study.  This does not involve as many course requirements as your major.  Some people do not choose to have a minor.
  4. Transfer: moving from one college to another.  People frequently transfer from a J.C. to a State university or other four-year college.  It also is possible to transfer between four-year colleges.
  5. Transferable: a class that counts toward G.E. or major requirements in a new school when you transfer schools.  You want to determine if a class is transferable before you take it.  Your advisor can help you with this.
  6. Unit:  a value attributed to a class.  In the California public university system, a certain number of units are required to graduate in each major.  Most semester classes are worth three units.
  7. Full load:  considered by most schools to be twelve semester units in college and nine semester units in graduate school.  Some colleges have quarters rather than semesters.  At these schools, a full load is fifteen quarter units in college, and ten quarter units in graduate school.
  8. Syllabus:  your course outline which lists the requirements for the class, due dates for assignments, and the dates for each test.  This is an important document to keep.
  9. Lower division/Upper division courses:  Lower division tends to be more general courses and have a lower number in the course catalog.  Upper division courses are more specialized within your major and have a higher number in the course catalog.
  10. Prerequisite:  classes or qualifications which must be met before you can sign up for a particular class.  Upper division courses often have prerequisites.
  11. School catalog:  This is your bible for completing your education.  The catalog lists all of the classes offered at the college and a paragraph describing each class.  It lists all requirements for your major and minor. It can be purchased in the college bookstore and/or it may be available on-line.
  12. Class schedule: published each quarter or semester; it can be in the form of a small booklet or newspaper or it may be available on-line.  It lists the classes offered that semester, when they are offered, the number of units for each class, the teacher's name, and where the class will be held.  It also gives a calendar of deadlines for adding a class, dropping a class, etc.
  13. Catalog rights:  Once you decide on a major and formally declare your intention to the school, you have catalog rights.  This means that if the requirements for your major change while you are in school, you are responsible for the requirements that were listed in the catalog when you declared your major, not the new requirements. Be sure to check time limits for this however

There are many other terms to know, but these are some of the more basic and necessary ones. 

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II.  IMPORTANT TIPS FOR GETTING STARTED

A.  SIGN UP WITH DISABLED STUDENT SERVICES (DSS):  Services provided vary among colleges.  Learn about the services available at each school in which you are interested.  Typically, you can receive more help at State universities than at a J.C. because they have greater funding.  If you are applying to a private school, inquire about its disabled student services.  Most private colleges are trying to meet ADA  requirements; however, many are not yet up to par.  On the other hand, because private colleges usually are smaller, the services provided may be augmented by more individual attention.  Some types of services provided may included:

  1. Assistance with pre-registration:  You are entitled to priority enrollment if you are a student with a disability.  Pre-registering is important because it will help you get the classes you need.
  2. Help finding readers or note-takers:  At the J.C. level, schools usually do not pay for readers.  You will need to talk to your rehabilitation counselor to obtain help in paying for a reader at this level.  State universities and U.C. schools have funding to pay readers.  They may have books or lists with names of readers, and may include some information about each one.  In any case, you will be responsible for hiring your own readers.  (See section III.C.1. and section V for further information about readers) 
  3. Advocacy assistance:  If your instructor is not providing necessary accommodations for you, and you have tried to work with your instructor on this issue, DSS can act as a mediator for you.  A DSS representative will discuss your rights as determined by Section 504 of the Rehabilitation Act and by the Americans with Disabilities Act (ADA).  If DSS cannot answer your questions, you can all the ADA information line:  (800) 541-0301.
  4. Help with test accommodations:  Sometimes schools have a "testing center" and DSS occasionally may need to send a letter to the center to request accommodations for you.  If there is no testing center, you may take tests at DSS.
  5. Counseling, information and referral:  The school will provide an academic advisor to help you with respect to your major.  However, DSS can be helpful around issues you might encounter involving your visual impairment.  If it does not have the information you seek, DSS may refer you to the appropriate source.
  6. Proof reading of completed work: Some schools may provide this service if you have a documented learning disability. You will need to complete your paper well before the due date to allow the person proofing it enough time to get it back to you so that you can make changes before turning it in. 
  7. Lending equipment:  At the J. C. level, DSS may not have much money available to purchase equipment to lend to students.  Most DSS offices provide NCR paper for taking notes and some may have voice recorders.  U.C. Berkeley often loans electronic note-takers to their students.  It is important to check with DSS at your individual school to see what is available.
  8. Equipment on site:  Frequently, DSS has available computers with voice output and/or large print software programs for the large print user. It also may have a Closed Circuit TV (CCTV) which allows those who use print to place a book or article on a sliding table and then view it in large print on a television screen.  DSS may have other equipment, as well; for example, scanners or a Braille embosser.  If you are planning to use available technology, you will need to know how it works to maximize the benefits.  Often someone at DSS can assist you, but it is wise to plan ahead and learn to use the equipment before you need it for classes.  You should inquire about procedures for signing up to use any equipment that DSS has available.

B.  MEET WITH YOUR ACADEMIC/MAJOR ADVISOR:  Your academic advisor is someone who works for the school system and specializes in advising you about your major.  It is very important to develop a positive relationship with this person.  S/he will help you determine requirements for your major, prerequisites for classes, and when to take which classes (some classes are offered only once a year).  It is important to plan ahead to avoid mistakes which will result in having to take additional classes, or an extra quarter/semester to graduate.  If you are planning to transfer, your academic advisor can help you determine which classes are transferable.

C.  PURCHASE YOUR CLASS SCHEDULE AND CATALOG OR TAKE THE NECESSARY STEPS TO ACCESS THEM ON-LINE:  (See terminology)
You will need these to decide which classes to take.  You will need to obtain a new class schedule each quarter/semester, but probably will need to purchase only one catalog. Many schools have put catalogs and other school information on the Internet.

D.  BECOME A MEMBER OF RECORDING FOR THE BLIND AND DYSLEXIC
(RFB&D):  RFB&D is a library of recorded books, and it carries most college level textbooks. RFB&D's collection is available in two formats: RFB&D's AudioPlus digitally recorded textbooks on CD and RFB&D's Classic Cassettes. Textbooks on CD are a new innovation in digital recording technology and can be accessed with specialized CD-ROM players or they can be accessed with software that installs on standard multimedia PCs. Digital recordings are better quality and much information can be stored on one disk as opposed to the traditional tapes. CDs have a direct "Go to Page" function, whereas you need to fast forward or rewind to find a section with tapes. Also, CDs can be bookmarked to help find important passages.
RFB&D is based in Princeton, New Jersey; however, there are offices in other states, some of which also have an inventory of books.  For example, RFB&D has an office and library in Palo Alto, C.A.  Call your local RFB&D first because if the books you need are available locally, you will receive them much faster.  There is a fee to join as well as an annual membership (www.rfb&d.org) but you may be able to get the Department of Rehabilitation or a scholarship to help with this cost. You will need to keep an accessible copy of RFB&D's phone number along with your personal identification number handy as you will be calling it frequently.  (See section E below for information needed when you call RFB&D).

E.  CALL YOUR SCHOOL BOOKSTORE OR PROFESSOR:  The bookstore usually has a current list of the books you will need for each class.  If it does not, you will need to contact your professors.  You will need the following information for each book when you call RFB&D:  1)  the name of book,  2) the author,  3) the publisher, and 4) the copyright date/edition.

F.  OBTAIN NECESSARY BOOKS:

1.      Copies of common texts:  Some books that are used frequently in college classes have been put in Braille, large print, or sound recording before:

a)      LOUIS: an online computer database at the American Printing House for the Blind (APH). LOUIS has replaced CARL as a database of over 120,000 titles with selections in Braille, large print, sound recordings, and disk. In addition to books for grades K-12, some college texts are available. Included in the database are: APH catalogue of books, RFB&D's catalogue, and lists from two-hundred volunteer transcribing agencies. LOUIS can be found in APH's Web site at www.aph.org or call them 800-223-1839.

b)      Library of Congress in your region: has some classic literature and books in Braille and sound recordings.  They may have resources such as a listing of local transcribers. Under the Library of Congress, the National Library Service (NLS) provides a free book that lists volunteer transcribers nationwide.  This book is called Volunteers who Produce Books.  

c)      National Braille Press: offers a limited catalog of Braille books.  This catalog may overlap with APH's.

2.      Bill AB 422 (chaptered 9/15/99): You can read this bill in its entirety on the internet. Basically the bill states that a publisher must provide an electronic format  (“e-text”) of the printed instructional materials that maintains the structural integrity (all printed instructional material including text, sidebars, the table of contents, headings, footnotes, indexes, glossaries, and biographies) of the printed material. The following conditions must be met:

a)      The student or the college must purchase the textbook.

b)      The student must have a disability that prevents him or her from using standard instructional materials.

c)      The printed material is for use by the student in connection with a course in which she or he is registered or enrolled

d)      The DSS at the college must request the accommodation.

The advantage of having the electronic format is that you can use the software and hardware that works best for you to access the material. For portability, students can download the entire text into an electronic note-taker, print passages in the desired font, or Braille a hardcopy. Text can be highlighted for studying purposes and notes can be placed as needed.

3.      The Web: Includes electronic library databases and electronically stored library files. Use your favorite search engine to find resources of textbooks to download to your computer or to an electronic note-taker if desired.

4.      Having books transcribed for you: 

a)      Volunteer transcribing groups:  Braille users who are interested in taking classes in foreign languages, math, and science may want Braille books that have not been transcribed previously.  In this case, you must PLAN AHEAD to obtain the books you need.  Contact a local transcribing group and arrange for them to Braille your book.  Transcribing groups vary in the time they take to complete a project and the cost.  One group we contacted recommends that you arrange for transcribing at least six months before you need material in Braille.  Therefore, you will need to speak with your professor at least one semester in advance in order to obtain the reading list for the class you want to take.

b)      Electronic Transcription at DSS:  If your DSS office has the appropriate equipment, you can scan text and print into Braille.  However, this process is time consuming and not totally accurate.

c)  Commercial transcribers: for example, Multiple Services Media Technology (MSMT).  Can transcribe from disk, print, or e-mail copy.

G.  OBTAIN "ACCESS":  This publication by CTEVH is a valuable resource list for visually impaired students.  It is free and can be requested by high school juniors and seniors. Check on-line at www.ctevh.org for more information.

H.  SELF-ADVOCACY:  Advocating for yourself means showing that you are serious about your goals and have the potential to succeed.  Being a good self-advocate is important when approaching people who may affect your success in college; for example, professors, school administrators, Department of Rehabilitation staff, DSS, financial aid personnel, etc.  You will need to present yourself in a professional manner that will inspire confidence in the people that you meet.  You need to communicate that you can be trusted to work hard and be responsible. 

1.      You are your own best advocate.  Familiarize your instructors with your disability and your accommodation needs before the first day of class or within the first week of classes. Many instructors respond to email faster then a telephone call. The first day of class can be very busy and may not be the best time to speak to your instructor. You can make an appointment during office hours to talk to the instructors in person.  You might discuss options for pop quizzes (teacher can read it to you at the end of class; give you the test at the end of class to take to the test center; email it to you).  You can also ask the teacher if they can send you handouts by email or give information to you in electronic format.

2.      Take responsibility for acquiring the materials you need.  For example, if you need Braille books, contact all possible resources yourself.  It is best not to depend on DSS to locate sources for you.  You are more likely to find what you need if you ask the questions yourself. 

3.      Think about your academic/vocational choices carefully.  Keep your goals within reason; they must be attainable. 

4.      When you present your goals and ideas, be organized and prepared to support your ideas with good reasons that you have researched the best you can. 

5.      Maintaining high grades is a good way to demonstrate your commitment to achieving your goals.  Your grades may be especially important in developing a positive relationship with the Department of Rehabilitation in your district.  High grades also will help should you decide to pursue graduate school or other further training.  

6.      First impressions make a difference: be well groomed, speak clearly and with confidence. 

7.      Be persistent and do not be intimidated by unresponsive people:  if you believe in yourself, others are more likely to believe in you!

8.   You can practice your self-advocacy presentation by role-playing with teachers, family, or friends.

 

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III.  WORKING WITH A REHABILITATION COUNSELOR FOR THE BLIND (RCB)

A.  WHAT AN RCB IS: An RCB is employed by the State of California Department of Rehabilitation.  The RCB's role is to help you obtain your vocational goals, including helping you receive the training you need to become employable.  This training may include college, but does not need to.  The Department of Rehabilitation (DR) has districts across the state.  You must be eighteen years of age in order to open a case with DR.  Once you open a case and set your vocational goals and objectives, you and your counselor will develop an Individual Plan for Employment (IPE), or "plan".

 

B.  RCBs AND COLLEGE:  Your RCB plays a major role in your school career.  Once you decide on a vocational objective, you will need to choose a corresponding major.  At this point, your RCB can write your IPE to chart your goals. 

Because the goal of DR is for you to become employed, your college goals need to be vocationally oriented.  The sooner you determine your vocational objective and major, the more likely it is that your counselor will respond to your college needs.  Some RCB's do not mind if you want to change your vocational goals and/or major.  However, some prefer that you make these changes early in your studies and have a good reason. 

1.      Pay for readers: Since readers usually are not provided by a J.C., your RCB may help you pay for one. Universities usually do have money to pay for readers; however, because they pay low wages it may be difficult to find someone who is good at researching.  For this reason, your counselor may consider helping pay for readers at the university level if needed.  Some RCBs may pay more for readers at the university level than the university does.

2.      Pay tuition at the university level:  One RCB mentioned that you should apply for financial aid each term.  Sometimes, DR only will pay if financial aid is denied or will pay the balance due if you receive some aid.  At the J.C. level, you usually will receive a fee waiver if you are on a fixed income, such as SSI, and have a MediCal card. 

3.      Pay for books and supplies: You may be asked to supply DR with a list of the exact books and supplies you need, including the price for each item. Then, a bank draft made out to the bookstore will be sent to you or the bookstore for the amount you indicated. However, instead of asking for a specific list of books and supplies, some counselors may ask for a list of your registered classes and will issue a bank draft to the bookstore for an amount “not to exceed…” This amount is based on the types of classes you are taking and the number of units. It is best to have the bank draft sent to you because bookstores have been known to lose them.  The first time you do this, you may receive a list of those items you cannot purchase with the voucher. However, you can purchase most items needed for school. Bookstores are familiar with vouchers and will give you advice about what they cover. 

4.      Pay for transportation to and from school: If providing you with money for transportation, DR will require that you have a bus pass for the disabled.

5.      Provide a four-track portable tape recorder:  This is a very important piece of equipment your RCB can provide for your college success.  A recorder with tone indexing is most useful. American Printing House for the Blind recently started selling the Handicassette II. Also, it is possible buy an external tone-indexing device and plug it into the microphone jack if you have a portable four-track player/recorder without tone indexing.

6.      DR may provide a portable electronic note-taker or other computer equipment:  Often DR will issue accessible computers and/or electronic note-takers for college. Discuss your technology needs in detail with your RCB.  It is likely that your RCB will want you to participate in a technology evaluation.  In any case, the equipment provided to you by DR belongs to the State until you are employed and your case is closed.  It can be reclaimed by the State if you do not complete your plan.

7.   Provide Orientation and Mobility Training around campus:  See Section XIII.

D.  WHAT YOUR RCB EXPECTS OF YOU:

  1. Submit your grades to your RCB as soon as you receive them: Grades indicate how you are doing academically. Some RCBs insist on receiving your grades before issuing your next voucher.
  2. Call your RCB periodically: Especially, if there are any changes. If you need a tutor in order to succeed in a class, it is better to request one before you fall behind or become too confused. Keep your counselor informed of your progress.
  3. Most RCBs require full-time status: However, the first semester or quarter, some counselors will allow you to attend college part-time to allow you an adjustment period. Discuss your needs with your RCB.
  4. Meet occasionally to review your plan.

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IV.  ORGANIZING
As a visually impaired person, becoming organized is the single most important thing to do to succeed in college.  Being disorganized is a waste of precious time.  You need to establish your organization system before classes begin (NOTE: the following suggestions are for both print and Braille users as they apply):

A.  PURCHASE A BIG, 3-RING BINDER (2.5" or 3") FOR EACH CLASS:  You will need to fit print and Braille materials in it.  Although you can buy one large enough to accommodate large Braille paper, most of your print paper will be 8.5" x 11" so you may choose to use the same size Braille paper to keep things uniform.  The low vision student also may use a large binder for each class to hold large print materials and help with organization.  Different colored binders which are clearly marked in large print will save you time in hunting for the correct class.

 

B.  PURCHASE DIVIDERS WITH TABS ON THE SIDE FOR EACH CLASS:  You will need to keep track of a lot of paperwork for each class and it is best to keep it organized.  You may choose to have a category for: 1) Your regular print and Braille or large print syllabus (regular print is for your reader) - Be sure to Braille your syllabus immediately or transfer it to large print, 2) Assignments, 3) Print handouts, 4) Class notes, 5) Returned assignments - Be sure to save all of your returned assignments to protect yourself in case of grade discrepancies. 

 

C.  PURCHASE BLANK TAPES AND DYMO TAPE: This is crucial!  Not all books are available on tape from RFB&D.  You will have tapes for several different classes.  They will include handouts, as well as books, which will result in stacks of tapes. You will need to mark each tape in Braille and in print for your reader.  You may have the same reader for several classes and it will be difficult to keep the tapes straight if you do not label them.  Remember that you do not have time to waste.

    

D.  PURCHASE TOOLS:  See recommended equipment lists for blind and low vision students.

E.  PURCHASE THE APPROPRIATE EXTERNAL MEMORY STORAGE CARD (compact flash card, secured digital card, removable CD, disks, etc): This will allow you more storage space (and serve as a backup for all your data) if you use an electronic note-taker and/or a computer. If you have a media-reader, you can copy and paste data between a computer and your note-taker.

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V.  HOW TO HIRE A READER
The low vision student may find it helpful to have a reader due to the large volume of reading required in college.  Ultimately, it will save time and will be far less fatiguing.  However, hiring a reader does not necessarily mean that you will not need to access your books.  If you want to study charts or specific pages in the book, it may be easier for you in print or electronic format.  Be sure to discuss your specific, unique needs with your reader.  As a visually impaired student, your reader is the most important person in your life in college.  As a rule of thumb, you will want to hire more than one reader to make sure you have one available when necessary, especially during finals.

A.  THE INTERVIEW:  Give the applicant something to read that presents a challenge.  The selection should include a picture, graph, or chart for the applicant to describe.  Be sure to evaluate the applicant for the following: 1)  a clear, understandable voice - remember that you will have to listen to their voice for many classes, 2)  whether s/he has any experience and/or comes with recommendations, and 3) whether your schedules match.  Ask them if s/he ever has used a tape recorder and if s/he has access to one. 

B.  TRAINING YOUR READER: Be sure that your reader knows that there is lead-time on the tape and to wait before starting to talk.  How you organize your tapes is your personal preference.  You may want to have the reader announce the class s/he is reading for, the book that is being read, chapters, and pages if it is important.  It is also a good idea to have the reader spell names or any unusual words.  If the reader has access to a four-track tape recorder, make sure to train her/him how to use the index button to distinguish between pages and/or chapters to best suit your needs.  Also, familiarize him/her with the track selection button and speed control button to maximize use of your tape.

C.  OTHER TIPS:

  1. You might want to have a policy that your reader will give 24-hour advance notice if s/he is going to cancel.  Usually, DSS establishes this policy for you.
  2. You will need to keep your reader's phone number on hand in accessible format.
  3. Be sure to give your reader time to complete your reading.  It is most efficient to have a fixed schedule with at least one of your readers.  You should use a separate reader for reading your mail because it will be difficult enough to find time with your college reader to stay on top of your schoolwork. 

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VI.  NOTE TAKING
It is vital to find an effective way to take notes that best suits your needs.

A.  BLACK FELT TIP PEN AND DARK-LINED, WIDE-SPACED PAPER:  If you have low vision, these two items may make it easier to read your own notes: 

  1. The felt tip pen creates dark, thick letters, which can be easier for some people to read.  Go to an office supply store and try a variety of pens to determine which works best for you.  Because it can be difficult to write small letters with a felt tip pen, buy a variety.  Keep several pens on hand as felt tips tend to run out of ink faster than ballpoint pens.
  2. The dark-lined, wide-spaced paper has more visible lines and provides more room between lines, allowing for bigger letters.  This paper is available with the dark lines in different degrees of thickness.  You will need to determine which works best for you.  You can purchase the paper from catalogs of supplies for the visually impaired or from a store that sells products for the visually impaired.

B.  WRITING GUIDES AND INDEX CARDS: 

  1. For those who use print, a writing guide may be a useful tool for writing in a straight line on paper without lines.  It also helps to keep the print an even size.  These are available in catalogs for the visually impaired or from a store that sells products for the visually impaired.
  2. Index cards come in a variety of sizes and colors.  They are useful for taking notes and for condensing notes as you study for tests.

C.   NCR PAPER:  Usually provided by DSS, this is two sheets of paper attached at the top; when you write with a ball point pen on the top sheet, a duplicate is produced on the bottom sheet.  A felt tip pen will not work.  At the beginning of class, you can make an announcement asking if anyone takes good notes and would be willing to do it on this paper.  You may ask the teacher to ask the class for you. 

1.  Tips:

  1. Use NCR paper in addition to the tape recorder.  If you discover that your note-taker is reliable and takes good notes; you may be able to eliminate the tape recorder.  You may also choose to take your own notes in outline form with a slate and stylus if you use Braille, or on dark-lined paper with a felt tip pen if you use print.  Having your own outline will help you study later.

  2. Always get names of a few possible note-takers so that you have a back up.

  3. Be sure to have the note-taker write down information that is on the board.

  4. It is best to take the top copy of the NCR paper because it is the clearest.  Your reader will have an easier time reading the hand writing if you do this.  Chances are your note-taker can read the handwriting from the second copy since it is his/her own.

  5. Ask your note-taker if s/he uses any special abbreviations.

  6. Try to have your reader read the NCR notes on the same day you get them, and then put them in Braille or readable print for you.  Keep your Braille or large print notes in your 3-ring binder so you can study on the bus, etc.  You can have the notes read onto tape if you prefer.  Be sure to have your reader announce the class and date, using indexing as described.

2.  Disadvantages of NCR paper:

  1. Not everyone is a great note-taker.  Because you are relying another person's note-taking ability, you need a back-up system.

  2. You will need help from a reader to access the notes, which takes up more reader time and more of your time.

D.  SLATE AND STYLUS: You should always carry a slate and stylus because when you are given print handouts you need to Braille the class, the date, and the title of the handout at the top of each one.  This system will save time later when you need to find handouts for your reader. Some students have used a slate and stylus to take notes in class, however to be effective you would have to be fast. This method of note taking can be tiring if you have consecutive classes.

E.   TAPE RECORDER:  Be sure to have a tape recorder with a pause button and indexing if possible.  A portable four-track recorder is best. 

1.   Some tips for taping lectures:

  1. Have a separate tape for each of your classes. 

  2. Start the tape by indicating the name of the class and the date.

  3. You will need to develop an ear for note taking and only tape those parts of the class that seem important.  If you were to tape the entire class, you would have far too much information to sift through and would end up with many tapes. 

  4. Indexing:  push the index button once when there is a change of subject and two or three times between class meetings.  Start each class meeting with the date.

  5. Bring your adapter and find a seat near a plug if possible.  You cannot always rely on the availability of a plug, so bring extra batteries.  Always charge your batteries before class if they are rechargeable and use your adapter when working at home to avoid running down batteries.

2.  Disadvantages of taping lectures:

  1. This system is not time efficient.  There can be a lot of information to sift through on the tapes, which makes it a less accessible form for studying.  Therefore, it is a good idea to make Braille or print notes from the tape when you get home to have ready for studying. 

  2. The tape recorder does not record information written on the board, which tends to be important.  You will need to ask the teacher to verbalize what is being written or ask a classmate to do so.  Also, if the speaker is not close enough, the tape recorder may not pick up the voice clearly. 

F.  ELECTRONIC BRAILLE NOTE-TAKERS: These lightweight, portable computers with speech and/or a refreshable Braille display were designed for use by blind people.  Information is entered into the machine using the Braille code and later is accessed via audio output or Braille if the note-taker has a refreshable Braille display. Information can be stored in computer "files."  This is a great way to take notes if you are a proficient user of the machine.  You can make a "hard copy" (Braille or print) from your note-taker with the appropriate equipment. Be sure to use an earphone in one ear if using speech to prevent disrupting other students.
Some note-takers are equipped with an internal digital recorder. In addition, students can choose to use an external microphone for sound clarity; these are available wired or wireless. Students can continue to take notes while recording the lecture using the external microphone. If you use this method of recording the lecture, you will need a storage card to prevent using up hard disk space.

1.  Advantages:

  1. The small size and lightweight make these machines easy to carry.

  2. Everything you type into the note-taker is saved automatically.

  3. If you have access to a computer, you can download the information from the note-taker to the computer.

  4. You can print in Braille or print.

2.  Disadvantages:

  1. You need to have some computer knowledge to open files, make hard copies, and to maximize the use of the machine.

  2. You need to be proficient in Braille.

  3. This is an expensive machine.  You may seek help from your RCB to purchase one, or you can take out a loan and buy one yourself.

  4. Some note-takers will erase all data if the battery is drained for over 72 hours. Students must back-up data often.

G. NON-BRAILLE NOTE-TAKERS: These are best for those who type faster and more accurately than they Braille.  Information is entered via a typing keyboard and later accessed via audio output and/or a refreshable Braille display. The same features that are available on the Braille note-takers are available on these note-takers.

H.  LAPTOP COMPUTER: This is a fine alternative; however, the batteries do not last long, making it less desirable if used for consecutive classes.

I.  SCREEN ACCESS SOFTWARE ON A PORTABLE PEN: This USB pen drive will make any computer with a USB port accessible. Students plug the pen into the USB port and the screen access program will launch itself. Configurations are retained on the pen itself and the program does not stay on the computer once it is removed. Features might include a built-in voice recorder to record lectures as well as a program that reads out loud any book that the user scans.

The above information on adaptive computer technology includes only a few of the many options.  It is important that anyone interested in obtaining computer equipment research all of the options to find the most suitable choice.  A technology assessment may be helpful and should be provided by your Rehabilitation Counselor.

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VII.  ACCESSING PRINT 

A.  VISION ENHANCERS:  If you have low vision, you will need to investigate many options to determine the methods and situations that work best for you.  Consider lighting issues, contrast, clutter, magnification or minification for different reading distances, seating in the classroom, and visual fatigue.  Because each low vision student is unique, we recommend that you go to a low vision clinic.  At a clinic, experts in the field of low vision can evaluate your vision and help determine ways to maximize your visual potential. 

  1. Copy machine:  This may be useful for enlarging print on important papers, such as your syllabus.  You may find it difficult to enlarge the print enough and still fit it all on the page.  Depending on the size print you need, copy machine enlargements may or may not be practical.

  2. Closed Circuit Television (CCTV): A stationary CCTV allows you to access print via a closed circuit television by placing a book or article on a sliding table and then viewing the enlarged print on a television screen.

    1. CCTVs come in black and white or color, with color being the more expensive.

    2. CCTVs can be portable.  Portable CCTVs run on a rechargeable battery and may come with their own screen.  Portable CCTVs have the basic capabilities of stationary ones and easily connect to a TV or computer screen. Some people find the viewing area to be too small on portable units that have their own screen. This may not be a good choice for sustained reading.

    3. Some CCTVs have the ability for distance viewing. Students may use this feature to access information at a distance, such as information on the board in front of the classroom. The enlarged item can be viewed at the student’s seat so that the lecture can be followed. 

    4. Advantages of the CCTV: 

  1. You can adjust the size of the print as well as the contrast.

  2. You can isolate one line at a time. 

  3. You can write on your paper under the CCTV

  1.     Disadvantages of the CCTV:

  1. CCTVs are expensive, although you can find them used at a reduced price.

  2. Due to the size and weight, stationary CCTVs are not easily transported.

B.  SCANNERS 

  1. Stand-alone: These are "optical character recognition" devices that scan print and convert it into synthetic speech.  Your school may own one of these.  The advantage is that you do not have to wait for a reader to access print.  The disadvantage is that pictures, graphs, and handwriting are not accessible.

  2. Computer scanners used with speech or large print software:  This is an appropriate choice for proficient computer users. The same disadvantages for stand-alone units apply to computer scanners.

Again, the items mentioned are only examples.  A wide variety of options are available to blind and low vision students and new products are constantly becoming available.

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VIII.  WRITING ASSIGNMENTS:  REPORTS AND ESSAYS

A.  COMPUTER:  This is an excellent method for producing quality reports because you can easily edit the material.  You can independently format, proofread, spell-check, and then print the final product. 

B.  ELECTRONIC NOTETAKERS: If you are going to use an electronic notetaker to write your paper, it is recommended that you transfer your paper to a computer to format the final copy due to the limited editing capacity of most electronic notetakers.  

C.  OTHER ASSIGNMENTS: These may include field observations, which are accomplished more easily with a classmate.  A partner may help you get to the site and communicate with you about visual aspects of the observation.  Obtain prior permission from your instructor in order to do your observation with a classmate.

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IX.  RESEARCH 
Research is difficult for a visually impaired person.  Some important tips include:

A.  FIND A GOOD READER: This is necessary for your success. Be sure that your reader can scan items and search only for specific information that you have requested. This is a skill that not all readers will have. A reader who is good for reading text might not necessarily be the right person to help you do research. Give the reader an example before using that person to do research. It is crucial that you are able to get through a large amount of information to obtain what you need when researching.

B.  CHOOSE A TOPIC:  When you go to the library, have a clear idea of your topic and your sub-topics.  It will help to write an outline before going to the library.

C.  USE THE LIBRARIAN:  You can attend your school's library orientation to get an overview of what is available in your library.  Your librarian also is a valuable resource.  S/he can direct you to card catalogs, computers, magazines, books, microfiche, etc.

D.  COMPUTER:  This is a great way to access material.  You can download the information into your computer, making it totally accessible to you and eliminating the need for a reader. Be sure to follow the requirements of your instructor however. Some instructors require that the  information you obtain is not exclusively found on-line.

E.  ENCYCLOPEDIAS ON-LINE, ON DISK, AND BUILT INTO PROGRAMS: This is another accessible method of research available through your computer. Some OCR scanning software come with a built-in encyclopedia.

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X.  STUDY TIPS

A.  TIME:  Everyone has different needs when it comes to studying.  Some people learn best in the morning, others learn best at night.  Some people like to study in short spurts, others prefer long study periods.  Decide what works best for you and make plans according to your personal needs. Rule of thumb for most community college students is that for every one hour of class time, you will need to study for two hours to get good grades. Since you will need more time to access your materials then sighted students, you can expect your study time to be more than this.

B.  STUDY ALONE:  Even if you like study groups, it is best to study alone first.

  1. Where to study - Find a quiet place where there are minimal distractions while listening to tapes, and where you can be organized and comfortable.  If you have low vision, be sure the lighting is appropriate.  Try not to study on your bed because it is easy to fall asleep while listening to tapes. 

  2. Organize - Before beginning to study, set up your tapes, notes, and print information if you are working with your reader.

  3. Technique - Listen to your tapes and make Braille notes.  As you come across pages and chapters that you will want to review with your reader before a test, make a Braille or print notation to remind yourself.  After you have finished taking notes from the tapes, review your notes.  It also is helpful to rewrite them after reviewing them.  Take your Braille notes with you to school; you can review them while riding a bus or waiting between classes.

C.  GROUP STUDY:  After studying alone, many people find it helpful to join a study group.  These usually are informal groups of classmates. 

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XI.  TEST ACCOMMODATIONS 

You will need to make arrangements for accommodations at least two weeks in advance.  Immediately upon receiving your syllabus, determine the test dates.  Some arrangements are made with your professor and others are made with the testing center, if your school has one.  You may need to work with DSS on a letter stating exactly what you need for the test, especially if it is a big test like a master's exam or other qualifying exam.  Accommodations which are valuable to you include:

A.  A PRIVATE, QUIET ROOM

B.  DOUBLE TIME:  (sometimes time and a half is all that is provided). Obtain the maximum amount of time allowed because it is fine to finish early.

C.  READER/WRITER:  In most cases you will need both.  If you are taking a multiple-choice test, you will need someone to fill in the bubbles.  If it is an essay test, the reader will read the question and then write your answer as you dictate it.

D.  CCTV:  Usually available in the DSS office.

E.  BRAILLEWRITER:  It is important to Braille the essay questions and refer back to it to make sure you are answering each part of it.  You also may Braille an outline before dictating an essay answer, or write the whole essay in Braille before dictating it. 

F.  COMPUTER WITH ACCESSIBLE SOFTWARE: If a computer is available, you will need to know how to use it. Check before the test to be sure that you know how to use the software available. Remember that you can use a portable pen with screen access software if you own one. 

G.  BRAILLE TESTS:  This accommodation is very rare, but is especially helpful for math.

H.  A BREAK:  This may be available for very long tests.

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XII.  FINANCIAL SUPPORT

A.  FEE WAIVER:  If you receive SSI and have MediCal, you most likely will be eligible for a fee waiver at the junior college level.  You will not have to pay tuition, but you will pay for books and supplies.

B.  DEPARTMENT OF REHABILITATION:  See section III. 

C.  FINANCIAL AID:  Each campus has a Financial Aid office.  You will need to fill out lengthy forms, called the FASFA, which inquire about your personal finances.  Regardless of whether your parents are able to help finance your education, or if they claim you as a dependent on their taxes and their income is determined to be too high, you may not be eligible for aid. If you are under the age of 24, you will need to provide your parent’s financial information.  DR requires that you fill out the FASFA every year.

D.  LOANS AND GRANTS: Information about these is available through the Financial Aid office.

  1. Grants do not need to be repaid.  You are expected to spend the money on school related things.

  2. Loans need to be repaid.  Compared to traditional loans, student loans have lower interest rates, allow a longer time in which to pay back the money, and you can qualify more easily.  The money is given to you up front and you decide how to spend it.

E.  SCHOLARSHIPS:  These are grants that are given to specific types of individuals, particularly full-time students with declared majors.  You will need to write about where, why, and what you are studying, your vocational aspirations, how you plan to achieve your goal, and describe your outside interests.  Autobiographical sketches, letters of recommendation, and transcripts (list of classes/grades) often are required, as well.  Although the application process requires a lot of work, the rewards can be considerable.  Use your favorite search engine to look on-line for resources.  You can start by contacting:

  1. The department under which your major falls.  Money often is available for students in a specific major.

  2. Organizations for blind and visually impaired individuals, specifically American Council of the Blind (ACB), National Federation of the Blind (NFB), and California Council of the Blind (CCB).  Competition is substantial, but less than that of some other scholarships.

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XIII.  ORIENTATION AND MOBILITY (O&M) 

DR should fund your time with an O&M instructor so that you can learn the campus.  You will want to maximize the time you are allotted with your O&M instructor:

A.  KNOW YOUR ALTERNATIVES:  Campus mobility can be quite difficult due to wide open spaces, winding pathways which seem to intersect in unusual places, and numerous buildings which often are far apart with no discernable pattern.  You may not be able to have O&M training until the first week of classes; however, this week will be busy because you also need to spend time talking to instructors, finding readers, and getting books.  Therefore, you may ask for additional assistance while you are in the process of learning the campus.  For example, your school may have a cart service that can transport you to classes the first week or two, or DSS may arrange for someone to walk you to classes or the bookstore.

B. TAKE ROUTE NOTES TO LEARN ROUTES QUICKLY: Since you have limited hours with a mobility instructor, it is a good idea to take detailed notes for each route. This will facilitate learning the route quickly.

C. PRIORITIZE YOUR NEEDS: It is not necessary to learn the whole campus immediately; it may take several semesters to get a good grasp of a large campus.  Therefore, you will need to prioritize your needs for O&M instruction: 

  1. The most important destinations to learn will be your current classes, DSS and/or the testing center, several bathrooms, and places to eat.  If you have enough time, you also may want to learn how to get to the bookstore and Admissions office.

  2. Be sure to allow mobility time in case any of your classes are moved to a different building at the last minute, or in case the sequence of your schedule changes, which will affect your routes.

  3. To avoid using O&M instruction hours unnecessarily, access customer service in the bookstore and have a friend or reader help you take care of errands, such as going to the copy center to pick up photocopied materials. 

  4. Obtain help from DSS if you need to change your schedule.

D. GLOBAL POSITIONING SATELLITES (GPS): The GPS is a satellite navigation system used to determine ground position and velocity (location, speed, and direction). People who are visually impaired often use this device for way finding. This can be a good choice for campus travel. Students can mark destination points throughout the campus for easier navigation. Some disadvantages of relying solely on a GPS include:

  1. Satellites can be blocked by buildings and other objects

  2. You have to know how to work it while maintaining safe cane technique

  3. The GPS only gets you close to destinations; you have to use other clues to get to the final destination.

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XIV.  HELPFUL HINTS:  A SUMMARY

A.  PLAN AHEAD:  Do as much as possible before the semester starts.

  1. Pre-register for classes through DSS by phone, mail, computer, or in person.  Because the professor and structure of the class can make a big difference in your success, it is a good idea to register for one extra class.  You can attend all of the classes the first week and then drop the class which seems least appropriate for you.  Remember that you will take more time than your sighted peers take to complete assignments.  Try not to take too many units; it is better to take fewer classes and get high grades.

  2. Order books - Call your professor or the bookstore and then call RFB&D.  It can take up to three weeks to receive your books from RFB&D in New Jersey.

  3. Hire readers - This may be difficult to do because a full list of readers may not be available from DSS until the semester starts.  Complete the paperwork immediately because the reader usually cannot begin working until the paperwork clears.

  4. Learn the campus - It will reduce your stress if you can have O&M instruction before classes begin.  Some campuses provide rides or someone to walk you to classes for the first few weeks until you can learn the routes.

  5. Develop organization systems - Stay organized.  Get your binders ready, books and tapes labeled, and desk in order.

  6. Communicate your needs - At the end of the preceding semester or before classes start, introduce yourself to your new professors.  Check to see when s/he has office hours, and then visit or call.  Request that the professor verbalize the information s/he writes on the board.  Get the print handouts ahead of time (i.e. in electronic format) whenever possible.  If the class requires a "reader" (print handouts in book form), buy it as soon as it is available and start having it put on tape.  If you are a low vision student, you will need to be especially careful to communicate your unique needs.  For example, it may not be apparent to the instructor that you are visually impaired and cannot see the blackboard, although you can read small print.  Also, be sure to make your needs known in terms of preferential seating to maximize your visual potential in the classroom. 

  7. Learn independent living skills - It is vital to be efficient in the area of independent living skills prior to attending college.  Life will be less stressful if you can do your own laundry, cook a few simple meals, and manage your own financial affairs.  If you lack these skills, you may want to consider attending a residential rehabilitation center like the Living Skills Center for the Visually Impaired (LSC) before you begin your college career.  Or, at LSC you can enter college part-time and learn living skills concurrently.  LSC instructors can help facilitate your transition into college.

B.  MAKE FRIENDS:  Get phone numbers of classmates in case you are absent or want to form a study group.  Friends also can offer opinions about other classes as registration time approaches.  They can give advice about the amount of work in the class as well as the instructor's style.  It is important to communicate with your classmates about your visual impairment.  If you have low vision, it often is useful to carry a white cane to show that you have a visual impairment.

Finally, college is demanding and perseverance will pay off.  Get involved and stay on top of things.  Try to have outside activities because college can be stressful.  Look at the big picture because the end result is worth the effort!

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XV.  A QUICK LIST OF IMPORTANT COLLEGE SUPPLIES

  1. BACKPACK:  to carry supplies and allow both hands to be free

  2. 3-RING BINDERS:  one for each solid course (re-usable), different colors if you have low vision

  3. DIVIDERS

  4. PAPER

  • BRAILLE PAPER for Braille users or DARK-LINED, WIDE-SPACED PAPER for print users

  • COMPUTER PAPER

  • LINED PAPER FOR YOUR READER

  • NCR PAPER (usually available through Disabled Student Services)

  1. BLANK TAPES, CDs, DISKS, EXTERNAL MEMORY STORAGE CARD

  2. TAPE RECORDER WITH INDEXING

  3. LABELING SYSTEM

  4. WRITING UTENSILS: pens and pencils for reader/writer to use during tests; a variety of felt-tipped pens if you use large print

  5. PENCIL SHARPENER

  6. 3-HOLE PUNCH: portable or desktop

  7. STAPLER

  8. PAPER CLIPS

  9. SLATES AND STYLUS

  10. PLASTIC POUCH PENCIL HOLDER: also can hold a few tapes

  11. INDEX CARDS: for condensing notes

  12. POST-ITS IN A VARIETY OF COLORS:  for low vision students to mark specific pages in books

  13. HIGH CONTRAST BOOKMARK

  14. BRAILLE WRITER

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