American Action Fund for Blind Children and Adults
Future Reflections Spring 2020 LIVING AND LEARNING
How to Make a Banana Shake: Helping Blind Children Develop Independence with the Support of Blind Mentors
by Daniel Martinez
From the Editor: Daniel Martinez holds a master's degree in early childhood special education and has been recognized by the Susan M. Daniels Disability Mentoring Hall of Fame. He serves as a mentor in programs sponsored by the National Federation of the Blind and METAS LLC.
I often hear parents request advice on how to help their blind children become independent. Usually they want a simple answer: "Do this and that, and your child will be independent tomorrow." The path to independence, however, is more complicated than simply completing one or two tasks.
For a blind person to become fully capable and independent requires the proper attitude in addition to a set of skills. As blind people we must dedicate the time and effort to develop the alternative techniques that will enable us to function as blind people in a sight-oriented world. Sometimes it takes courage to tackle new challenges without sight, but if one uses care and implements nonvisual skills, we can complete everyday tasks and meet our full potential.
Recently I taught an independent living class on how to make a banana shake nonvisually. Using a blender I mixed milk, bananas, and sugar. Then I enjoyed my shake. Some of the students complained that the instruction was too basic. Later I discussed the lesson with the parent of a blind child.
Daniel: Can your son make a banana shake independently?
Parent: Yes . . .
Daniel: Is your son making his own banana shakes in the morning, or are you preparing them for him?
Parent: I prepare breakfast for everyone.
It took a while to help this parent understand my point. If we expect her blind son to be independent, he should be practicing basic skills such as the ones involved in making a banana shake. Perhaps she could let the children take turns making breakfast. In this way her blind son will build the foundation for developing more complex skills later on. In the meantime, I expect the child to be able to collect the ingredients and utensils, prepare his banana shake, and clean up after himself.
Things get done faster and more easily when parents and teachers do the work for the children. But in the long run the adults are not doing the children any favors. We can't expect blind adults to be independent when we didn't expect them to be functioning at an age-appropriate level when they were growing up.
I have had many discussions about this issue with Graciela L. Olivo, the National Federation of the Blind's 2020 Distinguished Educator of Blind Students. We concluded that the more we expect from students, the harder they will try and the more they will accomplish. High expectations and the acknowledgement that they are able to do for themselves are often enough to help the students be successful.
Children need the experience of completing tasks on their own. When they tackle practical tasks, it is important for them to learn through trial and error. Blind or sighted, we all face challenges from time to time. We can meet those challenges if we have come to view ourselves as competent and resourceful.
Mentoring can play a key role in helping blind children reach their full potential. According to Derek Shields, director of the National Disability Mentoring Coalition, research has proven that peer mentors "positively affect the movement of individuals with disabilities toward self-sufficiency through the establishment of high expectations, social support, and empowerment."
Regarding the advice that parents request on how to help their child develop independence, I would recommend finding a mentor who can provide guidance. Currently I am serving as a mentor in the Braille Enrichment for Literacy and Learning (BELL) Academy. My task is to communicate with a BELL student and his parents to ensure that they are having a beneficial experience at the academy, which is being conducted virtually this summer. I have tried to make them feel welcome, I've answered questions, and I've provided problem solving support. Ultimately I'm trying to make sure the student is gaining independence through the BELL Academy. I am also mentoring a blind teenager in my community as part of a mentoring team with the National Federation of the Blind of Texas. We've established a relationship through which we share our life experiences. He knows that I have high expectations for what he is planning to do after graduating from high school. He is requesting support in learning how to advocate for his rights as a blind student, and with my assistance he has been able to find resources to help him overcome his challenges. He certainly has the potential to live the life he wants. I hope that, through our mentoring relationship, I may guide him to reach his goals.
I encourage parents to find mentors who can provide support and guidance, according to their children's needs. Everyone's life experiences are different, but children can learn and grow with the guidance of a mentor who relates to their situation. A strong mentoring bond will encourage the child to develop fundamental skills and the confidence to move forward.