Seeing differently: Making R accessible for visually impaired students through collaborative learning design

This is an experiential rather than research case study of pedagogic practice. In this document, we provide an overview of the resources that were created to help a visually impaired undergraduate student in the social sciences learn introductory statistical analysis. We offer insights into the lessons we learned, the approach taken, and the resources we used to teach statistics without sight and provide what we believe is one of the few attempts to try to explain not only how to teach statistics to a visually impaired student, but also to do so in a way that explains how to integrate the technology blind students rely on to learn statistics and explain how it works in a way that someone not familiar with accessibility software can understand. It also includes a summary by our student Andrew detailing his experience of learning statistics using these resources. Finally, we provide an overview of the resources created and how they can be integrated into wider teaching practice.