Full Transcript
Kaleigh:
They are not providing hard copy Braille tests anymore. They just completely discontinued that for this year. They are reluctant to provide or will not provide, refusing to provide tactile graphics.
Jeff:
Introducing Kaleigh Brendle.
Kaleigh:
They’re asserting that they are accommodating us fully and that the exams are going to be tough for everyone in these difficult times, but they’ve out front told TVIs that, “Yes, your students won’t do as well.”
Jeff:
High school student and advocate and determined.
Kaleigh:
I recently filed two class complaints against this organization, one with the United States Department of Education’s Office for Civil Rights. That was filed on Sunday, and then one with the United States Department of Justice, which was filed on Monday.
Jeff:
Not just a future leader but already a leader for the blindness community.
Kaleigh:
Deaf-blind students are completely at a loss because the only solution that they have been providing is audio. They can’t hear that, like how are they supposed to access that material if they don’t have a Focus 40?
Jeff:
For more podcasts with the blindness perspective, check us out on the web at www.blindabilities.com, on Twitter @BlindAbilities, and download the free Blind Abilities app from the App Store and Google Play Store. That’s two words, Blind Abilities, and now, from the Blind Abilities Studios, please welcome Kaleigh Brendle.
Kaleigh:
By June, we are hoping to have the accommodations that they deserve, and they should not have to muscle through an exam that is not in their mode of learning, and that is not accessible to them.
Jeff:
Welcome to Blind Abilities. I’m Jeff Thompson. You may recall a couple episodes back, Blind Abilities team correspondent, Simon Bonenfant, and some high school students talked in a round table format about the impact that the lockdown and distance learning is having on them as well as the challenges they face. One of the students attending the round table was Kaleigh Brendle, and now, she as well as all blind, low vision, deaf-blind, deaf, and hard of hearing face another challenge, one with Advanced Placement exams with the College Board. She’s taken it to a higher level. She’s going to the courts and going to make her voice heard to help all of us in the blindness community and especially students who want to have equal access to the Advanced Placement exams just like everyone else. So, without further ado, here’s Kaleigh Brendle. Kaleigh, thank you for taking the time and coming on the Blind Abilities. How you doing?
Kaleigh:
Good. Thank you very much for having me on here.
Jeff:
Kaleigh, I’m sure the last few weeks have been quite interesting for you, maybe distracting. So, tell us what’s happening.
Kaleigh:
So, all over the world, students are preparing to take the Advanced Placement exams, which would allow them to both bypass their finals for the course for the year and have a chance of receiving college credit, but the College Board, the organization that creates and administers these exams is not accommodating blind and deaf-blind students correctly. They’ve in fact revoked some of our accommodations recently without informing any of the recipients of those accommodations. They’ve also insisted that during these unprecedented circumstances, they are accommodating us the best that they can, but they are not providing hard copy Braille tests anymore. They just completely discontinued that for this year. They are reluctant to provide or will not provide, refusing to provide tactile graphics. They are revoking the breaks as needed accommodation in our plans, and they are also revoking the one-on-one human reader accommodation to allow a TVI or a parent to help the student in terms of reading exam or scribing for them.
Kaleigh:
Then, since the exams have been digitized this year to deal with the coronavirus circumstances, they’ve made it clear that any time a student takes to resolve an issue presented by their unique, accessible technology, anytime that they use to do that will detract from the amount of time they have to take the test. That could be five minutes. That could be 30 minutes. That could be an hour, but however long it takes, you have that much less time to complete your exam.
Jeff:
It seems absurd to have someone take a test without the accommodations that one is familiar with or used to doing and probably has been already approved to be done that way. I don’t see how they can assume that accommodations are being met.
Kaleigh:
Not at all, and they’re asserting that they are accommodating us fully and that the exams are going to be tough for everyone in these difficult times, but they’ve out front told TVIs that, “Yes, your students won’t do as well.”
Jeff:
Yeah, and yet the students sitting right next to you in class today, well virtually, right next to you today has full access and can go take these Advanced Placement exams. Kaleigh, tell us what the Advanced Placement exams are and how they benefit you.
Kaleigh:
So, if you were to receive … It’s on a one to five scale, five being the highest score you can receive. If a student receives, say a four or a five, they would be able to bypass that course in college and certain colleges would exempt them from having to take it again and utilize that score as college credit. So, your completion of the course is validated by your performance on this exam. It’s got to be an accurate testament to what you know. In our case, it’s not because they’re not assessing us in the proper way.
Jeff:
How many tests do you plan on taking?
Kaleigh:
I’m currently scheduled to take four. I’ve taken four AP classes this year, and I signed up to take all four AP exams.
Jeff:
So, that could eliminate you going for nearly a whole semester of college.
Kaleigh:
Yes, yes, and I’m taking four more next year. So, by the time I am a freshman in college, I could, in theory, attend as a sophomore, like begin as a sophomore.
Jeff:
Which is cost wise, that makes a big difference in how much it costs to go to college especially since the sighted students or students who do not need accommodations can do it, be done with it, and they just eliminated a year of college.
Kaleigh:
Exactly. We have compensated College Board, like these exams are not cheap and they do cost money, and in our accommodation plans that College Board officials agreed to, it stipulated that we have hard copy Braille. We have these tactile graphics, and they’ve just decided that all these accommodations are null and void, and they think that what they’re giving us now is sufficient, like a one size fits all kind of mentality.
Jeff:
What kind of line of communications are you getting from the College Board?
Kaleigh:
None. I spoke with a couple of College Board officials last week, but since I’ve taken action, I haven’t heard from them as of late. I spoke with Christine Loew who’s the Director of Accessible Digital Testing, that department. Then, I spoke with Nancy Kim who works in the Department of Services for Students with Disabilities, and both of their responses regarding technology were very disconcerting because they both said, “Well, you know what? You should use the device with less problems.” That’s it, and I was trying to explain to them, that’s not quite possible for students to utilize the accessible technology because these challenges presented by these devices are unforeseen. You can’t anticipate in advance which device is going to malfunction. So, for them to suggest that as a solution suggests that they don’t really understand the problem.
Jeff:
But they’re making decisions?
Kaleigh:
Mm-hmm (affirmative).
Jeff:
So, you took action.
Kaleigh:
I, along with the National Federation of the Blind and for other students that this impacts, although there are likely hundreds around the world … The College Board would have that data. We do not, but I recently filed two class complaints against this organization, one with the United States Department of Education’s Office for Civil Rights. That was filed on Sunday, and then one with the United States Department of Justice, which was filed on Monday.
Jeff:
And NFB joined you?
Kaleigh:
Yes, NFB is behind me.
Jeff:
What’s the difference between the two actions?
Kaleigh:
With regards to the class complaint filed with OCR, there are specific legal statutes that they cover. They cover Title II of the ADA, and they cover Section 504 of the Rehabilitation Act of 1973. We needed them to cover Title III of the ADA because that pertains to high stakes testing. A lot of College Board’s leverage is that they are not governed by the IDEA, the Individuals with Disabilities Education Act. They’re just governed by ADA, but Title III, they are in violation of Title III and they are also a violation of Section 504 of the Rehabilitation Act because they receive some federal funding. So, we needed an organization that would recognize Title III, but since that’s not under OCR’s jurisdiction and since Department of Justice is more equipped to deal with private entities such as the College Board, we decided to file with them as well.
Jeff:
So, what’s the process happening right now then?
Kaleigh:
We’ve received a case number from OCR. DOJ forwarded me an auto-generated email explaining the process and what would proceed forward if they found what I’m alleging to be accurate, but as for right now, we have not received any immediate response. I plan to follow up with both organizations. They provided me contact information that I could utilize if I wish to expedite the requests, which of course I do because exams have already started. Case in point, the AP calculus exam was yesterday, and there was a blind student who, both of the questions, two out of two questions revolve around graphs that he could not see or access. So, his interpretation of these images is going to make up the entirety of score. That’s not an accurate of what he knows, and he’s very fearful about how that will look on his transcript.
Jeff:
Yeah, graphs. The other point that I think is very important is who’s determining what the graph looks like when they give their perspective of it. I mean, you can’t just have a parent do it, or just a reader from off the streets, if I may dive into physics, calculus, chemistry.
Kaleigh:
Oh, that’s their suggestion. That’s what they’ve already suggested like, “Oh, just have a family member do it,” but they don’t know the context of the image, and they don’t know how to describe a calc exam or a slope field or a phospholipid bi-layer on my biology exam. That’s not fair to ask of them, especially in certain student circumstances, I know a student that was dealing with this, and his family, his brother and his mother are both visually impaired. So, how are they supposed to describe that? They’re not able to see it, so they wouldn’t be able to describe it or help the kid out.
Jeff:
So, it seems as senseless as sending Dorothy Gale to get the witch’s broom, I mean …
Kaleigh:
Pretty much. It’s unfortunate in the sense that we paid for these exams, and they began production in November. In order to combat these circumstances, they totally started over in terms of creating new tests. They created entirely new tests from scratch, and they’re shorter than the tests they were previously going to administer to students in my position and all positions frankly. They have the braille for the old test, but the problem is the old test revolves around content that my faculty at my school and other schools across the world didn’t get to teach yet. They modified the new test to reflect the fact that not all the content in the course was covered. So, they were unable and unwilling to create Braille for this new test, but we’ve accumulated the resources to do so in less than a week. I would say three days.
Kaleigh:
There was a company that I got in touch with called Willis’ Touch Braille, and they’re a transcription company, and they are ready and willing to emboss this material if College Board will provide it, but they’re fearful of cheating. They think that we will cheat and have the exams for too long and have access to these exams for longer than our sighted counterparts would, but NFB along with many other students have provided multiple solutions, and every single one of them has been denied or dismissed.
Jeff:
So, they’re actively basically just denying accommodating.
Kaleigh:
Exactly. They feel that …because what they are doing is they have made the test accessible to screen readers, such as JAWS, VoiceOver NVDA And ChromeVox, but certain browsers such as Internet Explorer will not work with the test, and they’ve provided vague descriptions of the graphs, but they are not sufficient. Their position is that, “Well, we’ve accommodated you,” even though it’s not the way we learn, it’s not the way we should test, and it’s not nearly adequate. Their position is that, “Oh no, you’re completely accommodated.”
Jeff:
So, when they actually redid all these tests, they did not bake in any accessibility at all into the ingredients.
Kaleigh:
Exactly.
Jeff:
Maybe digital.
Kaleigh:
Yeah. They attempted to, and their argument is that, “Oh, you do have Braille if you have access to a refreshable Braille display such as a Focus 40,” but the problem is some students don’t have access to a Focus 40 and thus, do not have Braille at their disposal.
Jeff:
They’ll say we need it embossed.
Kaleigh:
Yeah. We need it embossed.
Jeff:
This is something that happens every day at a school for accommodations. This is what you’re used to. You’re not going beyond what you would expect for accommodations.
Kaleigh:
I’m asking for what they originally approved me for. I have, and many other students have access to our original accommodation plans validated by College Board. That is what we were supposed to receive. Under normal circumstances, I would have gotten a Braille test with tactile graphics, I would have had breaks as needed written in so that if eye strain or finger fatigue detracted from my performance, then I would have been able to stop the clock. Now, they’re saying that would work against me if I took a break because of my disability or any of our disabilities, and I also would have had a one-on-one reader there. They just decided that none of those accommodations are going to be enforced anymore.
Jeff:
This is something, yeah, like you said, you plan on this, you get your accommodations accepted. You’re moving forward with your education, and all of a sudden, this roadblock comes up and just not affecting you but anybody with visual impairments is going to suffer from this.
Kaleigh:
Exactly. Deaf-blind students are completely at a loss because the only solution that they have been providing is audio. They can’t hear that, like how are they supposed to access that material if they don’t have a Focus 40 and they can’t see? Braille is their mode of learning completely. That’s why I’ve extended my complaint to include deaf-blind children because I personally know one deaf-blind student who had to drop out. There was no way for him to do it.
Jeff:
Oh, wow. I know when you first contacted me, I sent an email to the College Board, and I got the auto response. They’ll get back to me in three to five days. Well, that’s come and gone and haven’t heard from them at all.
Kaleigh:
Yeah, they’ve just been completely silent.
Jeff:
I saw that you put a video out there. That’s gone viral.
Kaleigh:
It has. We have, I think 87,000 views and then 300,000 total interactions. Then, I recently put out a poll because I want to get some actual feedback. Does College Board have the right to discriminate against blind AP students? We’ve gotten so many responses saying, “No, no, of course not. How could they ever think they do?”
Jeff:
How can people find the video?
Kaleigh:
My Twitter handle is @LiveWithKaleigh, and that’s K-A-L-E-I-G-H. So, if they were to look on my tweets and reply section, they would see it.
Jeff:
They could also find the poll there.
Kaleigh:
They would also see the poll.
Jeff:
That’s a great video. I had someone describe it to me, and you’re using your Focus 40 as you’re talking. You’re a good speaker, good reader, definitely seem like you’re reading something. It exemplifies that with the right access, you could actually do well. It’s a great video.
Kaleigh:
Thank you. Thank you very much.
Jeff:
You mentioned that you’re going to take four tests in that. What’s your goals in college?
Kaleigh:
I would like to pursue a degree in law. After completing college, I want to go to law school. I’m not exactly sure which concentration of law I would like to pursue just yet, but I know that I want to advocate, and I know that I want to ensure that everyone’s voice is heard if it’s in environmental law, if it’s in disability advocacy, wherever it is. I want to make sure that I do my clients a service.
Jeff:
Law would be the career, and advocating would be your lifetime journey. It is.
Kaleigh:
[crosstalk].
Jeff:
It’s an uphill battle for most of us. Ever since I got involved, it’s always been a battle and involving the NFB, this is something that I really appreciate the NFB for is, when they find that something’s affecting the whole blindness community as a whole, they’re on it. They got people in place, and they really go to action for you.
Kaleigh:
Right. I actually have a call with President Riccobono later and several students that this is impacting because we’re discussing what to do if the class complaints we filed, don’t have the desired effect in the limited amount of time we have. So, we’re discussing next steps.
Jeff:
What would you tell listeners right now what they can do to help this movement?
Kaleigh:
Many students don’t even know that this is a problem. So, the greatest thing that you could do is ensure that no blind or deaf-blind student begins to take their AP exam without knowing full well that they’re being denied certain accommodations, and that they have the right to file for a makeup date in June. They have the right to ignore their e-ticket, which would automatically get them a makeup date in June, and by June, we are hoping to have the accommodations that they deserve, and they should not have to muscle through an exam that is not in their mode of learning and that is not accessible to them.
Jeff:
That’s great information.
Kaleigh:
Thank you.
Jeff:
What advice would you give a transition student who is looking forward to going to college?
Kaleigh:
As a junior myself, I can’t speak to what college experience is like, but I would assert to the student, follow what your passion is. You know the skills that you’ve developed over the course of your primary and secondary education. You know what you’re good at, and follow that because the money will follow that. If you have a career that makes you happy and that fulfills you, the money will follow. So, ensure that you receive the best education to prepare you. That doesn’t even have to be from a top tier school. I’m applying for Ivy League schools, but wherever makes you happy and wherever gives you the best accommodations that you deserve and that you should have access to, that’s going to be the best fit for you.
Jeff:
Good advice. Rumor has it, you’re a pretty good singer too.
Kaleigh:
Thank you. Yeah, I was actually working on an album before this all started.
Jeff:
Just an album?
Kaleigh:
Yeah, just an album. Just a little album.
Jeff:
Well, that’s great, Kaleigh.
Kaleigh:
Thank you.
Jeff:
Thank you for taking the time coming on, and we’re going to get this message out right away so everyone can get involved and let your voice be heard. You’re doing a great job for the entire blindness community from students all the way to adults that getting accommodations that you deserve is something worth fighting for.
Kaleigh:
Thank you so much. I really appreciate all the help you’ve been in ensuring that students know about this.
Jeff:
Such a great young leader and such a great interview. Kaleigh Brendle. Be sure to contact your State Services for the Blind, your Voc Rehab to find out what they can do for you. Live, work, read, succeed. A big shout out to Chee Chau for his beautiful music. You can follow Chee Chau on Twitter @LCheeChau. Chee Chau. Chee Chau. Most importantly, I want to thank you the listener. Thank you for listening. Hope you enjoyed and until next time. Bye-bye.
[Music] [Transition noise] -When we share
-What we see
-Through each other’s eyes…
[Multiple voices overlapping, in unison, to form a single sentence]
…We can then begin to bridge the gap between the limited expectations, and the realities of Blind Abilities.
Jeff Thompson:
For more podcasts with the blindness perspective:
Check us out on the web at www.BlindAbilities.com On Twitter @BlindAbilities
Download our app from the App store:
‘Blind Abilities’; that’s two words.
Or send us an e-mail at:
info@blindabilities.com Thanks for listening.
send us an email at info@blindabilities.com.
Thanks for listening.
Contact Your State Services
If you reside in Minnesota, and you would like to know more about Transition Services from State Services contact Transition Coordinator Sheila Koenig by email or contact her via phone at 651-539-2361.
To find your State Services in your State you can go to www.AFB.org and search the directory for your agency.
Contact:
Thank you for listening!
You can follow us on Twitter @BlindAbilities
On the web at www.BlindAbilities.com
Send us an email
Get the Free Blind Abilities App on the App Storeand Google Play Store.
Check out the Blind Abilities Communityon Facebook, the Blind Abilities Page, the Career Resources for the Blind and Visually Impaired, the Assistive Technology Community for the Blind and Visually Impaired. and the Facebook group That Blind Tech Show.