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To this end, the VISIONS Lab administrators participate in planning the student's course needs on a semester by semester basis with the help of case conferences with the student, his or her instructors, and several university student service organizations such as the Dean of Students Office. After the needs have been assessed, the scientists involved in the daily operation of the lab take charge and develop the necessary technology to realize these educational necessities. The VISIONS Lab currently employs several graduate and undergraduate students, under the administration of the director, who develop and produce the educational materials needed by the students on a daily basis. In order to fully understand the power and usefulness of this approach, the two halves of the VISIONS Lab problem solving strategy will be examined for two courses from two disparate disciplines. The courses to be discussed in detail are Organic Chemistry and the Calculus. These classes serve as excellent examples of the technological and educational advances developed by the VISIONS Lab and available as educational standards on the World Wide Web. In every case, the adaptive technologies used for a particular class depend primarily on the abilities and strengths of the students. For example, a student skilled in Braille will receive most of the course information in tactile format, whereas a student geared towards auditory learning will be the recipient of taped lectures, computer synthesized screen readers, and other vocal learning methods. The VISIONS Lab originally was conceived as a means to solve a nagging problem in mathematics, specifically dealing with a particular calculus course. Calculus is a special challenge for the blind, as it is very difficult and sometimes not possible to interpret all of the mathematical information orally. What was needed at Purdue was a way for the blind students and faculty to quickly and easily interact with each other and communicate complex mathematical ideas.

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