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This month on Home and School Mosaics I talk about culture. Most people know that there is a Deaf culture with that capital “D”, but many ask if there is such as thing as DeafBlind culture. I have always said no because there aren’t that many of us, and we seldom meet. A random happening on my Facebook newsfeed got me wondering if that is changing. We all search for our identities. For some, it is easy to find. For others, we go through life not quite fitting in anywhere. For the DeafBlind like me, we seem to be building something new, our own identity. It is a lifestyle based on touch. It is being called Pro-tactile. Come explore with me.
I had an article go live on my Home and School Mosaics magazine on Dec. 29. Well, I was still on Christmas break, so I couldn’t post it. Today, it is back to work, so it is my first task of the day to post this article. Getting back to work after the break isn’t easy, but I hope you enjoy my article about babies learning ASL making your first days back to a normal a little better. It seems many parents teach their babies ASL signs as well as Spanish or French numbers, colors, and basic words. I recently saw another story about a celebrity teaching her child ASL starting shortly after birth. It seems to be the thing to do. I got confused, though, when I met or consulted online with hearing parents with Deaf or DeafBlind children who were now afraid to teach their child ASL. The reasons were varied. I wanted to know if the reasons were valid or based on fear, so I did some research. This post is about what I learned and now want to recommend to all parents. Let me know what you think.
My purpose in posting on Homeschool Mosaics was not to just brag about my younger son’s wedding day (which you know we, parents like to do) because if you aren’t involved in the wedding it can be boring hearing about it in great detail, but I wanted to give people a glimpse into my way of experiencing a memorable event, the hard work that tactile ASL interpreters have to do, and the importance of SSPs, interpreters, and people willing to understand the needs of the DeafBlind. I am sharing it now with you, my friends, in the hopes that you will enjoy it, too. Everybody told me they cried, which wasn’t my intent LOL, but I will give you fair warning that some say you might need tissues handy.http://homeschoolmosaics.com/the-wedding/
Well, my time on Homeschool Mosaics has arrived again. This month I share part 3, the final part of my series on Cochlear Implants. I may be pushing the controversial card a bit this month, but I hope to encourage all to reflect upon their attitudes of people who are Deaf or DeafBlind who may or may not choose a cochlear implant. The common phrase retorted is often, “God made me deaf. I’m not broken,” can be the signal for an attitude of prejudice or negativity toward those who feel the need to get a Cochlear Implant. My series has been all about thinking about these attitudes that hearing, deaf, Deaf, and deafblind can have and what the consequences can be. Please read, but read with an open mind and heart. Life can be so much easier if we all support each other.
Well, my article for my monthly column on Homeschool Mosaics went live on Friday, but I had a product review due for Mosaics Reviews that day, too, that I had to pass along. So, I am sharing my article for Homeschool Mosaics today. This is part 2 of my three part series on Cochlear Implants. This month, I am answering the question that I am asked repeatedly, “Why do I get a CI?” I hope you will check out my answer. I am attempting to show how this decision is very personal and and individual. No one, not even a doctor, can really decide this issue for someone else. Understanding from the Deaf community, DeafBlind community, and yes, even the Hearing community is desperately needed to help these people and families facing this decision to be better informed and more comfortable living with their decision. Please read!
This month on Homeschool Mosaics I begin a three-part series on Cochlear Implants. I feel this topic is good information for all people whether you are deaf, Deaf, DeafBlind, Hard of Hearing, or Hearing and Sighted. This controversial subject touches areas of society farther than you realize. If we all better understood what is involved, we could provide the understanding and support that is needed. Check it out! http://homeschoolmosaics.com/cochlear-implants-the-good-the-bad/
Thinkwell is an online math education site. I have heard so much about it that I thought I would try it out. I wanted to see if it was accessible for the deaf, blind, and deafblind. I also wanted to see if the program would be suitable for an accredited umbrella program that required the parent-teacher to submit documentation such as copies of tests and grades for credit. I had heard from many that it covered several age levels from middle school through high school and Advanced Placement and college level, too. While educationally, it might not be a suitable option for everyone, the program is high quality and proves beneficial to many.
While, I may not be discussing the academic portions of this program, I will quickly describe it to you. There are numerous chapters in each course covering a full curriculum of objectives for each course. Each chapter has a video lecture followed by practice assignments, a quiz, and a chapter test. There are also interactive activities for added interest, practice, and enrichment. Along with that, you will also find printable worksheet type exercises for off-line practice, too. A fellow contributing writer and co-founder of Homeschool Mosaics reviewed this site a few months ago following actually using the programs for two years with her own son. You can get her educated opinion by reading her review on Homeschool Mosaics here: http://homeschoolmosaics.com/thinkwell-for-math/ .
Now, let me tell you what I found out in regards to accessibility and umbrella programs. Although, the site isn’t totally accessible to a braille display, I was impressed by how much the site developers did try to consider handicapped students. Their lecture videos which are the key to the program are closed captioned. You can turn them on from the buttons at the bottom of the video window. In addition, I was shocked to see that they had a complete print transcript of the video’s audio with detailed descriptions of the examples written on a chalkboard in the video. This would make it very easy for a hearing blind student to follow the video during play. It also would make it possible for a blind student to use a screen reader to read the transcript for the video to further understand the teacher’s lecture. A deaf student could also use the transcript to augment the closed captioning, if needed, since the problem examples are described well. In addition, the transcript file is a text .pdf making it accessible to a braille display, too, so a deafblind student could use this transcript to access the all-important teacher lecture. I highly commend the site developers for taking this much needed, but rare extra step to add accessibility to the site. Normally, the deafblind student would not have the ability to use a site at all even if a transcript is provided, since most provide image-based rather than text-based .pdf files. The practice worksheets, quizzes, and tests that I have mentioned that follow each video lecture are also available in two formats: the online, computer checked format and the .pdf format. There is no audio connected with the practice tests, quizzes or tests, so a deaf student can easily take the on-line test to receive their results. A hearing blind student can possible do the on-line format with the screen reader. I can’t verify that because I am DeafBlind, so I am unsure if the screen reader is voicing the on-line version. Regardless, the .pdf format of the worksheets, quizzes, and tests are also text-based instead of image-based, so a braille display will be able to read these. To facilitate this use, open the on-line version and let the student orally answer or open .pdf version , print, and use a braille and slate to record the answers for these assignments. The teacher can then use the on-line format to record the student’s answers for computer grading and record-keeping. This is definitely an easy way to do the program for the blind and deafblind. There are some animated flash interactive activities that are not accessible for blind and deafblind and possibly not to the deaf for the ones that have audio that is needed for completing the task. However, these are enrichment activities that are not critically needed to ensure successful completion of the courses. Although the blind and deafblind can’t do the entire site independently, the quality of the education is high, and there is sufficient access along with a simple step for modification to make this program a beneficial choice to those students who are already good with using a computer with a screen reader and/or braille display. So, if you need or want an on-line choice for your student’s math curriculum, Thinkwell is a beneficial option to try.
In addition to usable access for the disabled, Thinkwell pleases me as Principal of an accredited homeschool umbrella program, too. Regardless to whether the program is a divided home/center program or a home only program such as mine for the most part, Thinkwell has the capability to fit your documentation and contact hour requirements. The courses cover objectives for each subject and level well with suitable instruction and practice for a typical school year. All assignments can be printed as blank assignments to be used for on-site observation, as needed. Completed on-line activities can be printed with answers to show correct/incorrect questions specifically, as well as, the overall grade on the assignment. In addition, there is a suitable number of activities to allow for the programs that meet one, two, or three days a week and allow for practice at home through practice worksheets and interactive activities, as needed. Since there are also courses that are Advanced Placement level, students in these programs have access to AP materials that can be difficult for some students to obtain easily or affordably. Some colleges also use Thinkwell to provide actual college courses for them, so that adds to the evidence that Thinkwell provides quality instruction with a high quality content level, too.
A twelve month subscription to Thinkwell is $125-$150 for full year, full credit course, but there are many places that provide discount codes if you look for them. Either way, it isn’t too bad for a high quality program that is accessible and suitable for many accredited umbrella programs, too. You can find out more at http://www.thinkwellhomeschool.com/.
I was not asked by Thinkwell or anyone else to review this program. I chose it to review to provide options for disabled students and students involved in umbrella programs. I did use their advertised free trial to gain access to the program as any consumer can do. I have not and will not be compensated in any way for this review. The review expresses my honest opinion of this program.
Renée K. Walker—Foreign Languages—Winter 2010/11
American Sign Language
By Renée K. Walker
Foreign language credit for high schoolers can be a nightmare for many homeschooling parents and students. Many public and private school students feel they are lucky when their state does not require it for high school graduation. Homeschoolers also often try to avoid it, but many find that colleges will not accept students without it. However, foreign language should not be overlooked as an essential part of a child’s curriculum. Like art and music instruction, foreign language study enhances intellectual growth in the student. It can also improve public speaking skills and self-confidence.
Foreign language instruction isn’t complicated if you shop around for the best curriculum to suit your needs. The biggest decision you have to make is the first one, though: Which language do you want your students to learn? While there are many, in the homeschool world most choose French, Spanish, German, or Latin. There is another choice that many overlook, but it has a great potential to do good in the community around you.
Why Study American Sign Language?
As the third most-used language in the United States, accepted as a true language by the U.S. Supreme Court in 1989, and acceptable for study in most public and secondary schools for foreign language credit, American Sign Language (ASL) is an excellent choice for study. Some foreign language teachers question the validity of ASL as a true language, but linguistics experts do not question it, because it has its own system of grammar and syntax and is constantly changing as it grows within its culture and community of speakers. ASL is now accepted in most states for foreign language credit for high school graduation, and most colleges recognize it as well. Many colleges are even beginning to offer ASL instruction, with more and more offering interpreting programs in order to help address the certified interpreter shortage across the country.
High schoolers and families learning ASL have the potential of bringing light into a dim world for many Deaf people, especially DeafBlind people. You and your students’ lives can be enriched by the love and support of the Deaf community, which is indeed a culture of its own.
The study of ASL cannot be carried out successfully without a study of the culture and its history. Deaf and DeafBlind people are at a disadvantage in the hearing and sighted world. Communication issues prevent full access to many of life’s activities that most of society need and enjoy. If more people in the hearing world would take the time to learn ASL, a bridge could be built that would allow three cultural groups to meet, and new and exciting relationships could be developed. A Deaf person could easily ask a salesperson for help in the department store or order a meal at the restaurant or merely chat with a hearing person in the long line at the grocery store. A DeafBlind person could more easily find an assistant to help her write out bills or call a repairman to fix a broken window or simply have a visitor to share the afternoon with, dispelling the boredom for a while. Anything you can do in communicating with the Deaf or DeafBlind will be such a joy to a person who is sidelined from the hearing world due to communication issues.
If you find that you truly love American Sign Language and the Deaf culture, consider becoming a certified interpreter. There is a shortage of interpreters across the country. Trained interpreters are needed to help Deaf and DeafBlind people thoroughly understand what is happening in legal and medical situations. Their health or legal status could be in danger if they do not fully understand what is happening in those situations. Mastery of ASL is also a key to careers in Deaf Education and DeafBlind Studies. Learning ASL has the potential to help in so many ways, and no matter how big or small, the help is so very needed and appreciated.
If the question now is, “Okay, I want to teach ASL, but how can I go about teaching a language that is so different?” the help is out there, and finding it is easy. Many colleges and area agencies for the Deaf offer fairly inexpensive community classes, which are excellent choices. There are free options as well. The best free options are found on the Internet. The website http://www.lifeprint.com, created and operated by Dr. Bill Vicars, a Deaf ASL native and certified ASL teacher, is highly recommended by many Deaf agencies and by the Helen Keller National Center For Deaf-Blind Youths and Adults. You also can register with Lifeprint and submit lesson work and videotapes that are accepted for full credit in many places.
Numerous print resources are available for the study of American Sign Language and Deaf culture. A curriculum that gives a thorough study of vocabulary, grammar, and syntax is a series titled American Sign Language Green Books by Dennis Cokely and Charlotte Baker-Shenk. This series is published by Gallaudet University Press, a division of the first school for the Deaf and Deaf College, Gallaudet University. The Everything Sign Language Book: American Sign Language Made Easy by Irene Duke is a good choice for finding a lot of information in one place. The American Sign Language Phrase Book by Lou Fant, The American Sign Language Handshape Dictionary with optional flash card sets, and The Gallaudet Dictionary of American Sign Language are excellent resources, all of which can be purchased at http://www.amazon.com.
Find and use a chart of the American Manual Alphabet for fingerspelling. Twenty-six handshapes correspond to each letter of the alphabet. The Manual Alphabet is used in only a limited fashion in ASL, but fingerspelling and the handshapes play important roles. The Lifeprint website offers an alphabet chart, and most ASL resources will include one.
Regardless of the particular American Sign Language curriculum you choose, find a mentor—an interpreter, ASL teacher, fluent signer, or native speaker, who can make sure you are learning the signs properly and using them correctly. It is difficult to learn a sign using only a picture or even a video presentation. If possible, find a mentor in the Deaf community. He or she will help you not only to properly apply the skills learned in the curriculum, but also to enrich your vocabulary. You can form lasting bonds that not only will enrich the class but will enrich your lives as well.
A Few Considerations
Before you begin your study of American Sign Language, there are a few things that need to be considered. Many hearing individuals have the misconception that ASL is an easy or a simple language. That is probably derived from a misunderstanding of how the grammar and syntax works or from a direct translation that sounds similar to baby talk, but isn’t. ASL is a rich visual language that actually paints pictures with more detail than any verbal language does. The grammar and syntax is more like Japanese or Navajo than English. Learning any foreign language can be a challenging task, and learning American Sign Language is no exception. Consider this when choosing the language of study for your student.
Another aspect to consider is that some students who may have been overlooked for foreign language study due to learning disabilities, autism spectrum disorders, or auditory /visual processing disorders may be capable of learning and actually benefiting from acquisition of a visual language rather than a verbal one. Also, many hearing people think that any form of communication done with signs is sign language or ASL. However, many modes of communication use the hands to facilitate interaction and teaching of English to the Deaf. Signed Exact English (SEE) is one in which every English word is signed. It uses ASL signs and SEE signs, i.e., signs made to cover signs not found in ASL, because ASL doesn’t use the same syntax as English.
Pidgin Signed English, also known as Contact Language, is another tool that is used to bridge the gap between the hearing and the Deaf. It uses mostly American Sign Language signs, but in English word order. It is similar to ASL in that you don’t sign the forms of “be” or every single word.
All of these approaches are ways to communicate with the Deaf and may be beneficial if communication is the motivation or if used as a bridge to teach English skills to the Deaf. However, these approaches are not foreign languages, because they do not have a syntax or grammatical system of their own. They merely represent English words formed with the hands in a visual manner. For this reason, study of these approaches does not qualify for foreign language credit at the high school or college level.
When you choose a curriculum, ASL must be listed as the language of study. A listing of “sign language” is not enough to identify the subject as American Sign Language. Finally, ASL study must include a study of its history and culture of the Deaf community. In no other language have the creation and evolution of a language been so obviously impacted by the history and culture of its speakers as with ASL. Your study will enhance your understanding not only of the language but of the lives of members of the Deaf community as well. Their struggles and progress have united them uniquely as a community.
With all this good information from reputable sources, there are no excuses to not learn American Sign Language, a tremendous skill that can be acquired and enjoyed by you and your students. Do yourself a favor and after checking with your colleges of interest and/or your state requirements regarding foreign language credit, seriously consider American Sign Language for your students’ foreign language credit. The choice can bring joy to your family and the life of many Deaf and DeafBlind people.
First published by The Old SchoolHouse Magazine, Winter 2010/11.
by Renée K. Walker
You may remember me describing here the troubles I have had getting doctors in my area to provide me interpreters. That fight continues, but I now have completed the first battle. Though I can’t speak of the specific circumstances or resolution, I can describe the process that I have been through now and that the process worked. At least for one incident, compliance to the ADA law and education to help those who come into this particular situation in the future has been met. That is what the advocacy process can do. We all need to learn the skills to advocate for ourselves, but at times, we need help to move the mountains before us.
The best way to begin is to call and ask for an appointment first. Once the organization has given you an appointment, tell them your specific communication needs that fall under ADA law for effective communication. This could be the CART system, which is where you have a typist who has been trained in medical or legal interpreting depending on your setting, or it could mean an ASL interpreter, or some other form of communication. If the office tells you that they don’t provide interpreters or your method of communication, try to remain calm and use the moment to educate the personnel regarding the ADA law. Explain that it is required by law and offer to provide the personnel with a copy of the law section that pertains to the situation. You can also direct them to the National Association for the Deaf’s (NAD) website at www.nad.org or the ADA website at www.ada.gov. Document your call and its contents in some way. If you use relay services, save the transcript. If you have a hearing person call for you, see if they will write a summary of the transcripts. In my state, the laws allow me to record conversations without the permission of the other party. That could be a possibility, but you have to check the laws of your state first. You do not want to be in violation. A written record is usually quite sufficient. Even if the office personnel stated they weren’t interested in the ADA information, mail them a copy anyway asking them to please look it over and seek legal advice if they wish. Respectfully ask them to consider your need. Call the office again after giving them a little time to do as you requested, documenting the phone call. Many times this opportunity to educate politely is all that is needed to help people to understand your needs and their responsibilities. Often, the personnel didn’t mean any disrespect. They just were unfamiliar with the law and had not had any prior experience with disabled persons needing communication assistance.
In the event that your needs are still not met, please don’t get discouraged and give up or go to an appointment using just a friend or relative who can communicate with you. The ADA law has been written to help you. There are reasons the ADA law stipulates using a qualified interpreter. Family and friends may not be able to translate the complex medical or legal concepts to the patient in an effective manner. Often times, emotional situations may be difficult for them to handle, and the family member or friend may resort to hiding some information. The love and concern is understandable and commendable, but it is not appropriate when the patient’s ability to make decisions regarding their health or legal issue is hindered. It is the patient’s right to decide the form of effective communication they need and want, but understanding why the ADA law was written is also important in helping the patient function on his own behalf.
Your next step should be to contact your state’s local advocacy agency or ADA attorney. The attorney assigned to you will then work with you to get the information regarding your complaint. If non-compliance is determined, the advocate will contact the organization and inform them of your complaint against them, providing the legal information that the organization needs to understand in order to best serve you. This may be enough to resolve your situation and help you get your communication needs met.
If not, you are not alone. Your advocate will help you with the next steps. If you wish to proceed, the advocate will file on your behalf a complaint to the Department of Justice (DOJ). You will provide input as to what you would like to receive from the organization that is in non-compliance, such as an appointment where an interpreter is provided to allow effective communication. Once the complaint is written, you will receive a copy and give final approval to allow the advocate to file the complaint with the DOJ. DOJ prefers to start off with using a third-party mediating company. This company provides people who are trained to remain objective and help the parties in a dispute come to an agreement. In this situation, they help the organization understand the need for compliance to the ADA and the best procedure to do that. They also help educate both parties in how to best meet the needs of the complainant (person filing the complaint). The mediation meeting takes place at a neutral place or using telephone conference or whatever method works best for the parties involved. Your advocate is with you throughout the process. You can decide if you want the advocate to speak for you or if you want to speak for yourself asking help from your advocate as needed. The process of mediation is not a court trial. It is an informal meeting for discussion. The mediator helps to keep the discussion flowing and working toward resolution. Either party can end the mediation process at any time. All conversation during the mediation is completely confidential, so you and the other parties can be open. You are not forced into anything, but you do have lots of support from your advocate and the mediator to help things run smoothly and professionally.
Hopefully, the mediation meeting will lead to a resolution plan. The plan itself may take several months or more for the respondent (the person you are filing the complaint against) to fully complete all aspects of the plan depending on the situation and the complexities involved. When all is complete, you will be notified. If you are to be given an appointment using effective communication, that will be part of the plan. You will be given the opportunity to arrange that appointment. The mediation process and your case will not be closed until you and your advocate agree that the plan has been completed as prescribed.
Should the mediation process fail, the DOJ will then take the case back and a federal trial may then be held. I am not familiar with that process yet, and hope I will never have to go that far. I would prefer that education and/or the mediation process would be enough to secure my rights to effective communication in medical and legal settings. From my experiences with the mediation process so far, I can see that it is highly effective, and the results are probably very successful in many cases.
Remember as you request for your needs to be met, that you are not only advocating for yourself, but you are also advocating for others who will follow you. If we all are more willing to use the resources available to us to enforce the ADA law, we can educate more organizations and make the lives of all disabled a little easier.
If you have comments about this topic, you may write a letter in braille or print to Renée Walker, 143 Williamson Drive, Macon, GA 31210; or you may email me at firstname.lastname@example.org. You can also read and comment on my blog at http://www.deaf-blindhope.wordpress.com. You can also check me out at www.facebook.com/reneekwalker.
SAT ® and ACT® preparation is on anyone’s mind if they plan to go to college. Most of our curriculums will help prepare you for the writing, verbal, and math portions, but one section tends to stump a lot of us, and that is vocabulary. Where do they come up with some of those words? Finding a good resource that is interesting is the key. If you are blind or deafblind, the resources are very limited, as well. VocabAhead may just be the choice for you and your students with its “entertaining and effortless vocabulary building solution”.
VocabAhead’s SAT Vocabulary: Cartoons, Videos, and MP3s is a simple, but handy study aid for any trying to bone up on their vocabulary. The main product of this company is a book. I will describe it first for those blind and deafblind with some residual sight for use with a CCTV. Each page covers one word. The page lists the correct spelling of the word and its part of speech. It then lists the definition along with a humorous cartoon illustrating the word’s meaning. The cartoon has two to three different sentences describing the cartoon using the word or using the word appropriately in additional example sentences. The page concludes with a short list of synonyms and antonyms for the word. There are 30 units which group words in loose categories of similarity. At the end of the unit, a review exercise is provided of matching and fill-in-the blank practice of the words in that unit. Answers are included in the back of the book. This is a great way to build visual connections to easily learn and reinforce that learning.
Visual learning is not the only style supported by this little aid. You can download the narrations of each page on MP3 files to your favorite player and listen and learn on-the-go. This is great for blind and auditory learners and those with reading difficulties and dyslexia. There are also videos to download that will allow you to take the book with you in a digital fashion on your IPod, IPhone, and IPad which for some students with special needs is a great plus. The narrations of the videos are not closed captioned, but the deaf will find it useful as the book is if they prefer apps for learning. Some autistics are learning to use the IDevices to spur their learning and reinforce their memory and attention spans. The audio files and the videos are free for download of their website. I also hope the team will add a feature. That is a pronunciation guide for the word. Some students need that visual key to help them with learning to pronounce words. Regardless, this is a perfectly priced study aid for vocabulary improvement.
I must add a caution to parents and to adults who are wary of the content they put into their minds. There are some cartoon and sentence examples that some may consider inappropriate for some readers. One sentence for anathema describes a girl using voo-doo to put a curse on her boyfriend. A cartoon for the word carnal shows a busty woman. Each parent or adult needs to decide if the material presented is suitable for their student’s use or even their own. This reviewer would never ask you to present material for use that you feel is inappropriate. I make note of these possible things when I can to help you make an informed decision about the product.
To my great surprise, I found on their website that an IPhone/IPod app is available for this study aid. Being Deaf and Blind, I was happy to see a lite or free version available for testing. That means this review will also go on my DeafBlind Hope blog to help DeafBlind people know what can help them. To add to my excitement, I found they did a great job making the app accessible to braille output for the most part. Everything in the “Study Words” section works fine with braille. The flash cards work well too except for the tap to hint section which can be selected on a braille display, but because the hint is only an image, the braille display goes blank. This would definitely confuse a person needing the braille. They might not know what to do next or think the program closed or locked up. I suggest that they add a text hint here such as a synonym or a sentence using the word or a text description of the image that would help with the word. In the quiz section, the main page is accessible. The buttons work and even the dial a word section which is more of a graphic is accessible. You can scroll through the list to see which words will be on the list and change the list from the “don’t know yet” list and the “mastered” list for continued practice on all the words. Once you click the start quiz button and change to the first word on the test, the app loses it on accessibility. The home and back button work fine. You also can see which word you are being quizzed on next, but the multiple check boxes of possible definition answers only shows on the braille display as “btn” which means button. You cannot read what the choice is at all. You can check with the select button on the display, but you don’t get any response as to right or wrong as you should. You only get the text “dmd btn” which is demand button. I also couldn’t figure out how to move forward in the quiz by braille display either. You do a one finger flick on the touch screen. That isn’t always easily understood by people who are totally deaf and blind, so a next button should be added. These are easy fixes for the app developers, though. I am hopeful that this will be updated soon because I am sure the developers would like to make their app fully accessible. I am going to email them with my suggestions as their app boldly asks for which is a positive point for the developers. They obviously want to get suggestions for improvement. When it is, I can tell you that the app will be worth buying even at $9.99 if you are blind or deafblind because it covers 1000 words. It is already a great app for other users including some special needs students.
Between the book, the audio files, the video files, and the IPhone/IPod app, VocabAhead SAT Vocabulary: Cartoons, Videos, and MP3s should have everyone covered. To find out more, go to http://vocabahead.com. This neat study aid can also be purchased easily at Amazon.com for $12.95 in book form. A DVD version is also available for $24.99. This could be a fun way to a higher SAT® or ACT® score or just to get a little smarter.
I was provided a free product to write this review. I was not compensated in any other way. The opinion expressed here is entirely my own.