My very first day as a professor, I walked in to teach principles and in walks a kid with a seeing eye dog.
First thing I did was to describe what I was drawing. For a demand curve, I said "A downward sloping line." Then I realized that it helped my sighted students, because I would say what is important. I told them that if I said "downward-sloping line," then it might be straight or curved.
A few times my blind student would come in during office hours and I would pull out a few pencils that he could touch. I think I had some string I could use for curves.
At that college, students could take the two semesters of principles in either sequence. We always started with supply and demand, on the theory that those who already had learned it could benefit from a review. So in the blind kid's second semester, I asked the class what happened when incomes increased. The blind kid spoke up and said, "Well the demand curve shifts to the right. So the intersection is higher, meaning a higher price, and its farther to the right so that means a higher quantity." All the sighted kids who were taking their first course were dumbfounded--how does the blind kid see this stuff?
Good luck to you.
