TRANSCRIPT - Math Docs Slides and Braille Devices 

Alright! We'll give everybody one more minute to get. And and then we'll get started. Hi Debra! From spring. It is 30'clock. Hi! Linda Jessica. Goodness! We've got some. Repeats. I'm starting to recognize everybody. I love it alright! Good afternoon. Everyone. We're gonna start tech tea time. It is now 30'clock, and today's topic is document, accessibility. Specifically math. Now, having done this, now for 25 years, I've seen the transition from. Well, let me get that in a minute, because I forgot I have to do my little speech here. Alright, so our our purpose is to build a community of practice, so that when you are out there and about you will have a group of people that you can reach out to and help each other in the spirit of that goal this is an interactive session, so please stop me at any point, if you have a question, put it in the chat. Unmute yourself, and have a conversation. We are absolutely welcoming of any question you've got on topic, and at least tangentially connected. I do have to say that by registering for this session you're granting us the permission to publish the contents of this recording that could include your audio or your voice. No! As I was saying. Tonight is math, and after 25 years of doing this, math has always been the oh, we can get it to them. Except math, math is a whole lot of years of plunking it down on the Perkins brailer, as my husband calls it. The chunka chunka cause. That's what it always sounded like on my middle desk at home, and then on my desk. Producing that brail for their math classes was always the extra. As literary got easier, we started asking the question, Why isn't math getting easier? Thank goodness, with the we're looking forward to the release of the monarch. Oh, Hi! Bill! So I think we're looking for. Look for. Oops didn't realize it was unmuted. My bad. I apologize and have a lovely action. That is, that is okay, Bill. You know you are welcome to interrupt me anytime. So you know, we kept asking that question, you know. Why isn't it getting easier? And with the release of the monarch we're hoping to have graphics at our fingertips and be able to send those graphics. In the meantime we might not be able to send total graphics. Now don't get me wrong. The brown note touch. Does one line at a time? Graphics? If you've got a kiddo. That's very, very good at graphics. And can read one line at a time. And now navigate one line at a time by sound, and with the commands, then they can get some information from the graphics on the brown notes. What we're talking about today is getting math problems from us to the kiddo. And that's linear math problems. So everything we're going to be talking about today is linear math problems. So let's get started. Alright! So our objectives are how to create a word document, to have it accessible for math with jaws as well as the brown note touch, to convert that documents to one that can be sent over to the brown note touch getting it to jaws is a lot. Easier, takes fewer steps, but there are. There are items that have to be. Done to it, to get it to work, and if you are doing math with jaws for a student, it's easier to get over there. However, the student has to have more navigation skills, more computer skills to be able to enter braille. When they're doing it in the brail. Note touch. They just need their Nemesis skills and a few commands to be able to produce math. So that's why I'm showing you both, because you may have students that can use their computer in jaws to create some math documents. We're gonna demonstrate how the student using the brown touch can access and interact with those documents and how the student sends then the documents to their teachers. So those are the items that we are covering today now for warrants. I wanted to make sure that you guys were able to see how we do these. Steps. So, instead of me performing them, live where we know that technology is just going to go out the window on me. I wanted to be sure that you were able to see it. So we have clips, of pre-made videos, either by myself, human wear or other brown note users to produce and make those steps. Happen. Awesome. Alright. So first, we're going to create. Penny or Susan? Did you either have a question, or was that an accidental unmute? Okay. I was just making sure I didn't miss anybody's questions. Alright. So first we're gonna create a word document with an accessible math for the brown note touch and for jaws. There are 2 things you're going to need for this. You're going to need Microsoft word and math type. That's to create the document, to get it to the students. You're going to need Duxbury. I think we should right. Here we go. So for this first step, Microsoft word and math type to create the document, Docsberry, to send the document. Alright, so I've already set up a document here, and we're gonna see the video of how I do it. In a moment, but I've got my titles as we've talked about in our accessibility session. We've got titles. We've got headings, all of those items still apply. You still want your document to have navigation. What we're talking about today is this little what looks like a text box which is actually a math type equation. So the steps are to insert an equation. You're going to click on math type. I included these so that you can look back at them if you want it written. If you want to see it done, we're going to watch the video in a minute. You're gonna click the In line section. If we're looking, on our dropdown menu. So if you're looking at your math type, it's this in line right here. It's also control alt queue. If you get quick control, all queue is much easier to do. And if you're teaching your student how to use this, knowing that control alt queue will open up the inline editor. Let me pull my inline editor over here. You'll notice I have mine big, because when it's small in these preferences I cannot see those those equations. So I've changed mine to large. When we're inserting an equation, let's just pick one that already exists. We complete it, we can go in and edit it. We can have 4 squared. I am just arrowing through the documents, and I'm able to do there. We close it. And it inserts it so that I can. Enter, and I've got number 2. So you see how we do it. There. Now we're gonna watch a little video, and I'm gonna give you some tips that I had not done in just this quick one. Alright, everyone we're going to look at inserting math type into our document. So I've created a basic document here. Math assignment, one I've given directions to complete the assignment and email. It to the students. Teacher. In section one. We are going to do some addition. So got this all set up. We're gonna go into our math type to insert an equation. We're going to do inline, and it will pop up an equation editor. Now I'm not gonna really go into this here, but you can adjust your style and your size of your palette to make it easier for you to see as the Creator. But we're right now. We're not going to go into all the settings that are in math type. We're just going to insert them. So our first thing is going to be. 2 plus 2 equals. And we're going to then close and return to the document. It puts your keystrokes here. Control F. 4, which is much easier to do. You than having to use your mouse all the time. So I'm going to bring it back up because it minimized on me. There we go, and we're gonna do control F, 4. It is going to ask me to save my changes in the document. One and I'm going to check here. Don't show me this again, because it will ask you every time and I'm gonna say yes, and it inserts the equation. Now, if you realize you've made a mistake, you can go back. Click on the click on the equation and edit it and say 3, and then control f, 4, which will close it and reinsert. And you may not put ad you made just put the equation so you can make those edits as you go. Now for it. It is control. Alt. Q. And if you forget, you just hover over. So control all queue. It opens up my document or opens up my tablet, and I can put in another equation. And control. F. 4, we'll insert it into the item. Okay, so that's how to insert in notice on your inline control queue. You have all of these different tablets to use. If you want to put in a fraction, you put in a fraction. Again. We're not gonna go into all of that. There are some preddown equations exploring your math type to make things easier for you. There we go! Backspace and delete that equation because it's empty. Then we're going to save our document. And we have our documents saved, and we are finished. Alright, everyone. We're going to look at. Alright. Any questions on this part. I'm sorry I had myself unmuted. There. That may have caused an issue. I've got the volume up all the way. I can't see to get it any louder. Sorry about that. Hopefully, the other videos will be what be louder. Since this one was one of my own. Alright, so we've got our document created. We've got our equations in now. How do we get it to that student who has the braille note? Touch this next step will only work with full ducks. Buried. So if you're using the free, which is one of the other reasons why I had the video for this section, or a partial that will not work, you have to have the full version full paid version, and I know that Duxbury has Swift that is an add on to Microsoft word if you have the full version. You can try this. I have not tried it, because again I don't have the full version. I do have swift in installed, but I don't have the free version of Duxbury, so I could not trial to see if Swift would pull it in correctly without me having to manually open it up. But if you do have the swift, add on for Microsoft word. It works great with literary, but if someone tries it with math type, let me know. Alright. So here's our steps written out for you, for word to Duxbury. Once you have it in Duxbury. It's this step right here other than setting up your Nemesis, your braille with your Nimith. It's this sixth step here, saving it as a locally encoded brf, that is important. If you just save it as a ducks file, it is not gonna work. Sharilyn asks if they're using scientific notebook. I am not sure I will have to look into scientific notebook. Will it save to? Donna. I know it's not supported anymore. But we use scientific notebook to convert all our math problems into well, so we can use it for ducks. Right. I think I think they stopped supporting it, probably during Covid. I don't. Yeah. They did quite a while ago. So you're using scientific notebook instead of math type to go into Ducksbury. Yeah, I never even heard in that type. So I'm over your Googling. Like a fiend, so! Yeah, and it brings your Nemith in will once you're in Ducksbury, then you can save to Brs. Right. Okay. I would give it a try, because humanware says math type or the like. Okay. So having that caveat or the like, means that let's give it a shot. Okay. Alright! So I would try it because you have that ducks very end, and you're able to then check it into the brf. Okay. That's the important step. So what I would do is I would I would give it a shot. Take it from your, from your scientific notebook. Put it into your docsberry, save it as the brf, and then send it over to your browser. Okay, thank you. That'll work. Thank you. See if that helps no problem. Great question, because I'm sure we have some other folks out there not using math type. So if you're using something else to produce your math, but you're still bringing over into Duxbury. Give it a try, and let me know, and we'll get that out to the network of this work or this didn't. This is just the way human, where so just that we do it because it is their product. So great question. Alright once you've saved it as a brf. You can then send it to the student in their preferred way. It can be attached in a Google classroom document. I love. It can be sent by email, it can be saved to their drive as long as they don't then reopen it as a Google documents, because that's gonna mess up the formatting. So as long as they just pull it out of their drive they're good, but we need to be careful when we change formats. So this is why we didn't go into this, because there are many ways the students retrieve their documents. It will be how you choose. And how your student chooses. So let's watch how it's done going from Microsoft. Word to Ducksbury. Okay, so it's really important when you are dealing with math contents. And you want to translate into into correct brow. You will need to use this if you do not use map, type or anything similar. Then the translation purely is not going to work. Okay. So once you've done your maths equations, we're gonna save this. So I'm gonna save this into my webinar test documents. Call this fractions and cube roots already done. That. So I'm gonna replace it, anyway. Okay, so that's now saved. Now once you've created all of your math contents in Microsoft word then it's ready to open that up using Duxbury. So and again, important when you're using Duxbury, you will need to use the full license. If you have the free version of them version, it's not going to work. Come across. So when you open up the screen, I'm gonna go to file. I'm gonna open. I'm gonna choose the document, the text document, the Docx document, which is fractions and key roots and open. Now, once you open that, you'll then get asked a question from this is a really important stage. Now depends on. If your student is learning Ueb or nemith. Okay. So at the moment it's asking us, well, how would you like to translate this document? Would you like to translate it, using ueb what would you like to use? Mmith, this is where you get to choose. So the first bit where it says the template section, we can either choose banner with Nem if we can use ue basic, I'm going to for this demo. Just choose ueb the bottom section, where it says, import feel. So we do not touch. We leave that as it is, it should be open. Xml. And words, 2,007. So we don't need to go anywhere near that section. Just a template of how you want to translate that, whether it be ueb, or whether it be banner. So I'm gonna choose. Ueb, I'm gonna press. Okay. Now what it's done. Now it's brought in the print now, it doesn't look it's those that can see. The print here doesn't look like it's the correct fractions and the correct cube root, etc. But when I translate, so if I hit, file and translates, this is where the magic happens. So here we can now see all in brow. The correct translation. So we have the one, and then we have our fraction. We then have question number 2, and we then have the the square root, and then question number 3. So all using the correct translation tools here. And I verified from my end that the ueb with Nam context works works as well here now, I'm also gonna do the same those that are doing the Nemith. I'll also do the same here. So I'm gonna just do this again and x out. I'm gonna start looks free again. So now we're gonna use the Nemes so that you can see what it appears like in Nemith. So again file open. I choose the file. Okay, I then get prompted with the import file option again. So how do I want to import this on this time? I'm going to use Banner with Nemus. And press. Okay, at this time, visually, the print looks a bit different. But again, that's not important to me. What is important to me is the brow. So I'm gonna go to file, translate and boom. There we have it, and there we have the transation of that document. Now set to name it. The next part of this, once you've translated, this document is then to save it as a Prfo so I'm gonna go to file, save as now, the dropbox where it says, save as type. Make sure that you click on here, and not save it as well so you do have various different options here. I always choose the formatted brow, local, encoding. Brf, you can also use the Us encode, and I don't think there's a big difference there, but quote me on that, but I always use the local encoding here at Brf. And here we can choose the name. So I'm gonna keep it set to fractions and key routes. I already have one there place I'm gonna say yes, and that's now saved as a so once you've saved it as a brf, you can then save that to a USB pan, maybe send it as an email. To your students. We can save it to Google, drive. And then what will happen is, student will be able to open that file using key bar app. So I'm going to show you that state. Do we have any questions on this part? Is. There are a few crucial steps in there like, he pointed out, that have to be done to make it go from word through Ducksbury, and then to the brown note. Alright. I'm hearing no questions. I'm seeing nothing in the chat. So now we're going to look at how a student uses the brown note attached to access and interact with the document. This is a short video about saving and attaching and moving files. This is not from the human. Where library this is a little bit shorter of a video. If you prefer the full 9 min snapshot video on saving, attaching, moving. There's a lot of little stuff in there as well. The link to this, to the snapshot Video Library is on this slide, and we'll be on the handouts. This is just an example of how other youtubers have great resources. I, you definitely have to preview them. But this one is nice, short, and sweet. Okay. So today, we're going to talk about downloading attachments with email on the braille note touch, plus. And then we're going to talk a little bit about saving and moving documents around as well in the file. Manager so to start out I'm gonna go to my email email press you to jump to that email. Okay, and then press. Enter to open that up. And then I'm gonna go down to read, cause that's where my messages will be at. Okay. Male. It bought a message list. Okay, John, Taylor has attachments, word attachment this time. Okay. And this time I set myself a email with a word Doc, attachment, which I want to open up and there's nothing in my email most emails, of course, would have some text as well as that attachment. I did not put any text in mine other than just my title and so I'm gonna go to open attachments, list or open attachments view, so I could press. O to do that, or I know that it's just backwards one step, so I get press space with dot one it says, open attachments, view button press. Enter on that. This is a test file for emailing on the Brail. Note touchdown docs perfect. And there is a test file. I created it's a dot, Doc File. I'm a press space without 4 to the next item, which should be a more button, more options. Button great. First we're going to press. Enter on that. And it says Download again. So I have already downloaded this just for I was testing before. So I'm just gonna hit download again. Okay? And there we go it downloaded. And that's okay. So now it's downloaded. Okay. And now I know all the things that I download on my Brownlot touch go in my file, manager. File explorer, and they go into my downloads so I'm going to press space with all 6 dots. Go home, my my press has to go to my file manager I sent you to open that up. I'm a look. Go down and find my download tolerance folder, and there we go. I have 2 cages. File there so I could press. Enter to open this up right inside a keyword if I wanted to. Since the word Doc had to open up no problem, and I could edit from there, resave it, do whatever I wanted to. But let's say this is a file that I actually want to put into, like one of my other folders. Maybe my documents folder. For example, where I can use as the cut and paste commands. So I'm going to press backspace X, it says, cut, okay. And then I know that I cut that document, and then, using backspace space e to go bash time step oops. That's from there we go. I'm gonna go to my documents for it. Okay? And then I use my pace command, which is backspace in the letter V for paste. Go go! This is a test file for emailing. And there we go. I just cut that document from one location and paste it. Alright, so there's a little taste of what your students would be doing to access a document. If it is emailed to them, and an idea of what some of the other videos that are being produced out there, the kids share with each other the shortcuts humanware does the long way. First, and then teaches the shortcuts which I tend to prefer. It gives the kiddo's choice. So if they learn the long way, then they'll appreciate the short way right. So once we have our document, what do we do with it next? So the students retrieved it, and they've opened it. They've opened in Keybrf. Okay? So you notice he was opening in key word. But for this document, because it's mathematics we're gonna open it in keybrf because we've saved it in the keybrf format. The sequence with main menu. All applications, keybrf and open. Those are the orders of the menu may be different if your student has rearranged their main menu, they may have keybrf on the main menu instead of under all applications. All that is customizable by the students. So this is just where you would find it. If it was still in its default. Location. So you're gonna navigate to that keybrf you're gonna over it, and it's going to take you to your file manager and locate that file. Is it in their documents folder is it in their downloads, folder? It's where they saved it when they downloaded it. Now this is where things get a little tricky. What what has been recommended for the student to do is have the key. Brf file as their worksheet, and open an additional key word of file. For their work. Does that make sense to everyone? The Kbrf file is where they're going to get the problems from. The key word file is where they're going to write their answers. And to switch back and forth between the 2. If they're the last 2, if Kbrf and key word are the last 2 applications, they open, they can double, tap the square context menu key, the square key on the front and it will flip them back and forth between the 2 that's squared key. The context menu Key is also the app switcher key. So if you're thinking about your iphone or your tablet, or even your android phone your app switcher where you can see all your open apps, that context button works as your app switcher, it only flips back and forth between the last 2 apps. So if the last 2 apps they opened were the keybrf and email, then if it's gonna flip back and forth between those 2, so they need to have the last 2, they open the keyword and key B are app. Are there any questions on that part? Alright. So we're going to look at how this student will work on the document and then send it to the teacher. This is where, having we're not gonna watch this whole webinar. We're just gonna watch a couple of little segments of it. This is an hour long, webinar. That's human. -work did. That covers everything in the math class. So I'm just taking pieces out of it. But if you've got a student who's using their Brono touch in math class, this is a highly recommended video that you watch the whole thing. But I've taken little pieces out of it just to get you started. When your student is working on mathematics, or anything really on the brown note touch, it is recommended by me and agreed upon by those of us that you know I've worked with that having an external monitor hooked up through the HDMI is highly important. Cautionary tale. If you're flipping up that brail, braille keyboard to peak. Yeah, what's underneath. There is a switch in that keyboard that if it's not opened up fully and closed fully each time and you're just flipping it halfway open and close that switch will break. It is a sensitive switch. If it breaks the whole case with the braille display, has to be replaced. So having an external monitor, where you don't have to interrupt the student by flipping up their their brow. Keyboard, and allow you to view what they're doing is great. The teacher can give feedback right away. You can see what they're doing. The other benefit is, if the students turn off their display. So if they hit the command that turns off the display, it does not turn off the exterior monitor, so you can see exactly where they're going. Exactly what they're doing. So if they've gone to Youtube or somewhere where they're not supposed to be, you will still be able to see it on the exterior monitor. Alright. So let's listen to our folks from here. On how our students? What if I want to see what this document looks like visually? So if I wanna see visually, what is my teacher going to get when I print this? Or as the teacher. What does this fold document look like? Sorry all this is out of order. So this is after the student has used keyword to record their documents, using the the mass equation insert, and they want to then preview V. Then send to their teacher. What I'm in keyword. So I've put those images in. But the visual is just simulated. Brain right? The visual is not the picture, it's not the actual picture we saw, but I can show you what the document would look like with the visual braille. And I did this last week when we looked at a little bit of formatting like centering lines, and some of that we know that to create a visual preview, a quick visual representation, we can press enter with the letter v preview ready open with drive Pdf Viewer and we want to choose drive Pdf. Viewer to create the preview. And we can say just once. So again, we're using drive. Pdf. Viewer to create the preview. Oh, wait just once, I'm talking just once. Drive! You see that nice preview that it creates. Now think about your student who is in math class. We've created this document. We've sent it over to them. They have their work to do now, there, do we do their work within their keyword, or with key asks, and they want to get feedback from their teacher. They wanna check to see. Or the teacher wants to know how far they've gotten. Just by hitting this preview they can see where they are. Navigate up button, and now there will be a visual of this document, as it would look for the teacher. And this is really important. Again, we are not sending this document anywhere. We are not printing this or anything. This is only a preview. The document we want to save and send is the Microsoft word file that we're using keyword to create. This is only used, this preview when we press enter with V is only used so that we can show you as someone who is cited. A parent, teacher. What our document will look like to get out of the preview. I press space with E. Edit. Box, end of document. Carry on with my document. I could put more math images in here, and so on. What if I want to see what this document looked? What if they're going along? They have your document open in. They've got their document open and keyword. They're trucking along. The teacher has checked their work, and oops they've made a mistake. How do they fix it? You can see so far us creating the document took no time at all. Literally it was make the math like you see it using math type, or hopefully, scientific notebook. And then sending it to the student. That took no time at all. It's now the students, students time. So we're working our self out of a job, you know, that's our goal, right? Get our kiddos independent. So now we're oops. The teacher of record has given the kiddo feedback. They've made a mistake. They need to go back and fix it. How do they do that when it was on our Perkins brailer, when we were chunking along? We had to, you know, full sell it out, start over again. Not anymore. But what I'm always asked is, what happens if we make a mistake? So I send this file to my teacher and my teacher at the bottom of my file says, you know what Peter number one. You did put 3 plus 3 equals, 6, 4 plus 4 equals 8 in that first line. And what you need to fix that I'll say all right. No problem. So in my document, remember, I have 2 images in here, number one in number 2. Okay. So what I can do is if I want to correct. Math. I need to select the appropriate image. So I find that before 3 plus 3 equals, before 3 plus 3 equals, 6. What I had here come up, what I have is a dollar sign I am asking dollar sign, meaning 1, 2, 4, 6, and computer Brill much like you have a 1, 2, 4, 6, p. To show new line, or 1, 2, 4, 6 are to show right justified, and so on. 1, 2, 4, 6 ims means, image starts, and at the end of each image I have a 1, 2, 4, 6. I. M. E. As an image end. So if I put my cursor on the start, of the image that I want to correct, so right before my 3 plus 3, what will happen is, we'll hear it say, start out loud, using the Tts and I can press backspace with m and all of the math that is inside this image will be repopulated into key math. So I'm going to press backspace with M. Edit box, playing a meth. Math type setting mode. It brings me into key math that my cursor is now at the beginning of these 2 lines of math that were contained within that image so I can now make an edit, and like changing it to starts 3 dots 2 dots 2 for a new line dots, 2 dots, 2, 3, 6. You just kind of heard my cursor speaking as I moved it around the line of mass now I've changed this in braille, but if I want to update the visual preview without pressing enter because we don't want to start putting new lines all over key math. We're going to have all sorts of craziness going on. If you just make a change on a line of math, and you want to update the visual preview press, enter with V, and it will update that visual preview. So 2 new line I press. Enter with v. 4 plus 4 equals, a. And now, my my made a correction. Right? I've changed this image or this preview to being 3 plus 3 equals. 6 is now 4 plus 4 equals, 8. So I've come into key math. I've made my changes, I've updated that visual and I press back space with E to export this new image to my clipboard move to clipboard edit box, image, start. And now my cursor remains on the start of the old bad image. So there are 2 things I need to get rid of this old image to paste in the new image. I can either move after it and backspace it. But what's easier is because my cursor is already on the beginning of the image that I, you know, made a correction on. So it's at the beginning of that image that I pulled back into key math. I can press backspace with dots 3, 6. That is the command to delete what is under your cursor. In this case this whole image is under my cursor, and when I do this, when I press backspace with 3, 6, I learned to leak math, object, it asks me if I want to delete the math object, and this is very important. You cannot inadvertently delete a math object you have to confirm that you want to delete it so I know it's easy to say that it right. It just kind of disappeared. But if it's a math object, you have to tell it to disappear so we're deleting the old image and it's saying, Are you sure you want to delete this math image because you're not getting it back? If you do, and we're going to say, Ok, bottom. No yes, yes, or user. Next thumb, key press. Enter edit box, boom. The old image is gone, and now I will paste my correction so backspace with V. My cursor is still in that same spot pasted, and now I have fixed that image. So now number one, instead of it saying 3 plus 3 equals 6 number one, now says 4 plus 4 equals 8 on the top line, and then 4 times 4 equals 16 on the second line, again, to look at that visual preview enter with v. One open with drive. Pdf view, and oh, just once Button! Drive, see, navigate up button that visually this has been changed. So again, there are some steps to this. But what you're able to do is because you're using that Microsoft word document to send it to your teacher. Your teacher can make comments at the top or at the bottom of the file type. Them right in, and you can come in as the student as the user and edit that math edit that math to make it look right. So last I said, they have their brf file, and they have their key word file, and it's 2 separate files. They're working on, he said. There, at the end the teacher can make a comment on the word file. You send them, the teacher would not be able to make a comment, or even read the brf file. So that's why we have 2 different files open, and the kiddos are working in one file. Using the other file as their worksheet. So keeping those 2 separate important. Are there any questions so far? Those of you that are getting to jaws will. We'll get there in a minute. The other thing that he kind of alluded to, but didn't, didn't say. Outright. Is if you're having your student use key math, you want to do a line or a problem. Her time in key math in that equation. Editor, because if you need to go back and fix it, you need to access the whole thing. So, if you do, if you try first, it won't take it all, but if you try to do a whole worksheet in one setting of key math, you're gonna have all of those lines to go through, whereas if you do number one in key math and insert it and then number 2 in key math, and then insert it. You will have each of those problems to then go back to. When your teacher says, on number 2, step 2, you've made this error. Go back and look at it, instead of having to go through a whole line of text. You may have also noticed that he did not do the numbering for each problem in the math editor. He did those in. We're in the word document or in the keyword document before he went to the math editor. This keeps things nice and neat, otherwise it gets a little messy and hard to read. So then we attach it to the email. Let me see if we've got time for this. Not really. So. There's a video on how to attach it to the email I'm not gonna play this because some of you are using a different method for your kiddos to get it to them. They may be reattaching it to Google, classroom or uploading it to canvas. This is for folks that are just attaching it to an email and sending it to the student. I did not do other videos on the attaching canvas or doing into Google classroom. If you need those, send me a message, and we'll see what we can get together. Canvas is less accessible. Then Google, classroom, unless you're using jaws. So just take that with a grain of salt there. Alright, so does it work with jaws. Yes, if you've created your documents in math type. And yeah, put it over into the brown out. It'll work great. If you're doing it in jaws. Here is my caveat for this. There is more and we're not gonna go too deep into it. There's more to do for the students to access math type with the documents. For do the math. Then there is with them, using their brown notes to turn in their math, because with the brown note they just have to know their name is, and even then they can look it up on the context menu if they forget a symbol, if they're using math type and jaws they have to be able to navigate into the jaws ribbon, and then be able to navigate the editor. So there's more steps to that. If you've got an independent computer user, then it might be something that to explain. You can also use their math type and jaws as their worksheet if they're not so good at switching back and forth between documents. And you want to have them listening to their math in in jaws, and then writing in key math. Then that can be done as long as you don't, Doc, or use your brown note as a braille display, because then it's a braille display for the computer, and you can't use it as key map. So you would use it as 2 separate devices. If you've got a kid oh, we need talk about that situation. We could talk about that situation. But I just wanted to show you how jaws and math type work together. So this is a short video from why weists themselves. And why Risk is who makes math type? Hello, math typers in this video. We'll look at a simple way to create an accessible document with equations. Our goal is to produce a document with math in it, and end up with both text and math content. That's readable with the popular screen, reader. Jaws we're using Microsoft word in Microsoft 365 for this, with math type 7.4 and jaws 2021 installed. You can see we've already begun topping our document. Let's insert an equation at the end of the first sentence. First click, the math type tab, then click, in line to open math type rather than create a new one. We'll just use one of the equations that's already on the toolbar. Close math top to insert the equation into the document. Let's let Jaws read the opening sentence. This is an equation. We want to read with jaws 2021 Col. And mass content R. Equals the square root of x squared plus y squared. If we want to navigate the equation and reach specific parts of it, we can enter the jaws. Math, viewer, and use the arrow keys to navigate doing so is beyond the scope of this video. But for a sighted individual. You can see that different levels of an equation by enabling the show, nesting feature in math types, view, menu. You can see in this equation, there are 3 levels. The entire equation is one level. The radicand is at the next level, and the superscripts are at the innermost by drilling down into an equation and being able to read parts of it. The person listening to it is able to increase comprehension. That's all there is to it. Create your document with word and math type and jaws can read it. Happy math, typing and. Forgot to unmute again. So as you can see, there it is, accessible. When you create it in math type, 4 jaws. It's also in Vda. They could drill down into the equation. Again. He didn't cover that, and I didn't go into it for today's session. But if you want more information on that, put in a request, we can go and dig into math type and jaws and doing doing math together. All right. So we're in our last 8 min of our session. Are there any questions? So far? I know this a lot of information, and we just really skimmed the surface on what you can do with the brown note with jaws and with math type and Duxbury. So that's 4 big, heavy topics. But working together, we can do a whole lot in math classes. For our students? Do we have any questions? Clarification? Hey? I'm hearing none, and I'm seeing none on the chat. Those of you that don't know about project inspire this summer. They're offering courses and recruiting for all of them. So you're able to take one of the courses. The link will be in the handouts, and I'm going to actually put it in the chat as well. Okay, so each of these 6 courses are different levels of so if you've got a kid that's doing pre-k first, and they're just learning nimth code. And you want to feel comfortable with doing nimith code within ueb for your pre-k date. First grade student you would be taking course. One course, 2. Is that second to fifth course? 3 is that second to fifth, but doing more with the spatial problems, instructional tools, materials. Then we go on to 3 to 8 and middle school and high school. Each of these courses is wonderful, and if you have time this summer to take one of them that would apply to your students, it's a great time to really dig down into those math. So on my website, we have oops. Let me get this copied. If you haven't been to my website. I'm adding more and more all the time. Let's take a quick tour if you can't find the T. Times. They're archived here in my live binder. If you're doing brown note touch, you have lesson plans and click sheets. Camillion brows display also lesson plans and click sheets. You have some questions on star testing. These breakdowns of at guidelines by grade level are wonderful. Today, we're talking. So on. The website is the link to the nimth curriculum page. Now, this curriculum page, some of you have heard me talk about it before. Some of you met with our Pearson person when we did, the Pearson curriculum accessibility. She didn't talk much about this. This curriculum is fully ready for you as a Tvi or your brandist, to download send to Duxbury, or whatever you're using to print. And emboss it. You don't have to do anything to it. Download, in, boss. That's it. It comes with the lesson. It comes with teacher resources about the lesson you're objectives and enrichment activities. So if you're struggling with how to do instruction on Namith Code, this is a great place to go. So you've got your courses that you can take, and from the insight project, and you've got this Nimith curriculum. And for those of you that have not gone here to receive your tea. Time handouts all tea time handouts are posted usually by Monday. It takes some time to get them. The video processed. So I usually have it. Friday to Monday. I try to get the video and handouts all put up. Our next tea time is going to be technology for students with Mi. Vi. So it's going to be our last one. May eighteenth. It's ours sign off for the year. Tea time. We will pick back up in the fall. It's been requested that we keep them. Weekly. So we need your inputs on what sessions you would like to see next year. So I desperately need you folks to go to the website. I just put are the form that I put in the chat and fill out with. You need for this coming year, when it comes to tech, because I only have so many ideas. I need to know what you need, so that we're meeting your needs. And the last thing in our last 2 min is the code. Everybody wants the code. Huh? 0 5, 1, 1, 2, 3 is our code for today. 0 5, 1, 1, 2, 3, and that ends our team time for today. If anyone has any questions or wants to stay after and ask, or just say, Hi! You are welcome. I'll keep the room open.