graphs [ so ] I will have context to anticipate group discussions around any data that would otherwise be inaccessible to me .” Word documents are also more accessible than PDFs , as screen-reading software often interprets text in the latter as an image , which hinders reading .
Hajas would like to see more commitment to implementing policies and best practices related to inclusion : “ Lots of institutions have excellent policies and guidelines and everything beautifully set out , but it doesn ’ t really translate into action .” It is usually because the people who know what to do are not those who are on the stage ; this is the gap that needs bridging .
The media , says Wedler , could help by focusing on success stories : “ Just writing about people who have figured out how to do things , and explaining how they have done them , provides good resources for anyone to be able to apply it at their own institution or for themselves .” That is more helpful than , “ Wow , look at this amazing blind chemist ,” he adds .
Another important role of the media is to dispel misconceptions , Hajas says . For example , the idea that most students who are blind use Braille , when , in practice , only a small percentage are even taught how to read Braille . The other is thinking that users who are blind need special computers : “ I ’ m using an Apple and a Dell computer just like anybody else , with the right assistive technology on it ,” says Hajas .
“ Blind people can do whatever they want , given the right technology and the correct support ,” Wedler says . “ So , if we just work with students to figure out how we can best support them , they will be able to succeed the same way sighted students will . But we need to work with them as a team rather than thinking about accessibility as a challenge or a problem . Anything is possible with the right mindset .” ■
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