Readers: What Are They And How Do Blind People Use Them?

Readers: What Are They And How Do Blind People Use Them?

Future Reflections Winter 1987, Vol. 6 No. 1
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READERS: WHAT ARE THEY AND
HOW DO BLIND PEOPLE USE THEM?
by Joyce Scanlon
(Editor's Note: Joyce Scanlon is a
blind former schoolteacher. She also
serves on the National Board of the NFB
and is the president of the very active
Minnesota affiliate.)
Blind people in the National Federation
of the Blind are ofben heard to say
that proper training and opportunity
make it possible for us to compete on
equal terms with people who are sighted.
Of course, we all agree that opportunity
means the chance to participate with
others in normal, everyday activity,
such as jobs, school, recreation and all manner of social and community interaction.
We say that the training consists
of learning to use alternative techniques
to do those tasks which others use
eyesight to accomplish. The use of
Braille for reading and writing and long
white canes and dog guides for getting
around independently are alternative
techniques most commonly mentioned.
However, there is another technique
which can be very useful, too. That is
the use of "readers."
Exactly what is a reader and what role
can a reader play in the life of a blind
parson who wants to achieve self-sufficiency
and independence? A reader is a
person who reads aloud either directly
to a blind person who is present or on
to a cassette tape to which a blind person will later listen. Let me emphasize
from the outset that it is absolutely
essential that every blind person
be competent in the use of braille so
that he/she has a means of reading and
writing independently, organizing materials
and having first-hand access to
written information.
A reader cannot
replace a through knowledge of and competency
in the use of Braille; a reader
can, however, be a valuable supplementary
technique for gaining access to
informatin which is not available in
Braille--in other words, material which
is in print.
A reader may work either for pay or as
a volunteer. While volunteer readers
may save on the pocketbook, there are
some important advantages to paying
readers. Hiring and employing readers
is like running a business. The blind
person is the manager of the business.
He/she knows what the job entails and
wants qualified people to do the job.
Being in control of the hiring, screening,
interviewing and final selection is
very important. Since most of us use
readers throughout our lives, the earlier
we begin working with them the
better. As high school students, blind
people should have experience selecting
the readers they wish to use, rather
than having a teacher or counselor make
the decision. Thus, by the time they
reach college and have volumes of print
material to go through, blind students
will be ready to handle working with
readers and all that involves, obtaining
funding for recruiting, screening, hiring,
managing, etc.
Here are some methods for locating
readers in high school, college, or as
an employed person: family and friends
are, of course most available. But very
often it's easier to have a buisnesstype
relationship with someone other
than those we know welL Announcements
for readers may be placed on bulletin
boards in college employment offices, in
dormitories or in classroom buildings.
Also, ads may be placed in newspapers or
with the job service on campus. Another
technique for finding readers which many
have found productive is to announce in
each class the fact that readers are
being sought. In this way, someone who
is taking the same course or must study
the same material can be hired, thus
benefiting the reader and the blind
person.
Remember, a reader is hired for the
ability to read. The reader cannot be
expected to do math, write the term
paper or learn the material for the
blind person. I have found that in
working with readers to do research in
the library, I must have thorough knowledge
of the library and how to find
materials; I cannot, and should not, count on my reader to know this or to
take responsibility far it. It is my
responsibility. I must be able to direct
the reader as to what must be read,
how I want material read--speedily,
slowly, skimmed, first sentence of each
paragraph read, the first, middle, and
last paragraphs on a page read. I have
developed through experience the techniques
which work best for me as I use
readers.
Parents can begin early to give their
children who are blind experience in
working with readers by asking question
as they read aloud to them. "Which
story would you like to read?" "Am I
reading at a speed which is okay for
you?" In this way, the young child will
begin to think about the kind of material
he/she prefers and the manner in
which he/she likes to read.
As the blind person gains more experience
with readers and determines not
only what material must be read, but
also the specific details of his/her
Ifiarning/working style, it becomes very
productive to use readers to obtain
information from printed material. When
a reader is available, scanning material,
doing research and reviewing complex
charts and graphs can be done much
more efficiently. That is, of course,
when materials are not readily available
in Braille.
As I do my work today, preparing for a
speech or a presentation to a legislative
congressional committee, or proofreading
final copy of an article for
publication, I use readers. I look for
individuals who can read competently, be
punctual, follow instructions and deal
with my necessarily irregular work
schedule. I want someone who can be
available when needed and who can adapt
to various types of materials to be
read; sometimes we may scan a lengthy
report; sometimes I need details; sometimes
I take notes; I may have it taped.
I am ultimately responsible for getting
the work done and must take charge of
supervising the reader who works with
me.
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