FUTURE REFLECTIONS
THE NATIONAL FEDERATION OF THE BLIND
MAGAZINE FOR PARENTS OF BLIND CHILDREN
Published by the
National Federation of the Blind
1800 Johnson Street
Baltimore, MD 21230
(410) 659-9314
ISSN 0883-3419
Vol. 13, No. 3 Barbara Cheadle, Editor, Fall, 1994
Contents
From Taking Notes to Taking Out the Trash:
by Bonnie Peterson
A Parent's Guide to the Slate and Stylus:
by Barbara Cheadle
Pre-Reading Activities for Blind Preschoolers:
by Ruby Ryles
Braille Literacy Legislation: Testimony from A Parent:
by Julie Hunter
Is it a Book or Just Paper?:
by Bernadette Kobierecki
Here I Come, Ready or Not: The Making of a Video:
by Myra Adler Lesser
Making Whole Language Work:
by Carol Castellano
Encouraging Expressive Speech:
by Donna Heiner
Tactile Drawings: A Proofreader's Perspective:
by Carolyn Miles
Teaching Sheela:
by Tom and Sherry Bushnell
I Don't Know, Ask Jeff!:
by Tom Balek
School Uses Technology to Mainstream Blind Students:
Serena's Baseball Chronicles:
Does Your Horse Have a Broken Leg?:
by Allan D. Nichols
Who's a Lucky Dog?:
by Mark Noble
Your ID, Please:
by Judy Sanders
Accepting Help: How to Break the Cycle:
by Joyce Scanlan
Fitting in Socially:
by Doris Willoughby
From the Handbook for Itinerant and Resource Teachers of Blind and Visually
Impaired Students
Congratulations! 1993-1994 Braille Readers Are Leaders Contest
Winners:
Parent Power:
Hear Ye! Hear Ye!:
SPECIAL INSERTS:
1994-1995 BRAILLE READERS ARE LEADERS CONTEST FORM;
HOLIDAY PRODUCT UPDATE, NFB MATERIALS CENTER.
FROM TAKING NOTES TO TAKING OUT THE TRASH
by Bonnie Peterson
Editor's Note: The following article is based upon a speech
Mrs. Peterson gave at the parents' seminar on Friday, July 1, at
the 1994 National Federation of the Blind National Convention in
Detroit, Michigan. Bonnie Peterson is President of the NFB of
Wisconsin, a wife, a mother, and a university professor. She is
also blind.
I teach communications and public speaking in the university
system of Wisconsin. I am also blind. Taking notes is of course
something that is extremely valuable to me. From my experience I
believe that note taking is probably one of the most important
skills that your children will learn. So what is note taking and
how is it valuable?
First of all, note taking is not tape-recorded documentation
of information. Note taking is where you, the notetaker, pick and
choose the information you wish to retain. For true note taking
this must be done in a medium that is flexible and quickly
accessible. You also have to be able to take notes under a wide
variety of circumstancesþwhile you're standing or sitting; inside
or outside; and so forth.
There is no question that the skill and art of note taking
leads to active listening. In other words, the better you take
notes, the better you listen. You need to listen in order to pick
and choose which things you wish to take down. That is, you must be
constantly making decisions as you write down notes. When children
start to study for tests and exams from notes, they begin to
realize the importance of making good decisionsþespecially if their
notes were incomplete and the information they need isn't there.
Note taking leads to better decision making skills, and this in
turn promotes leadership qualities.
One of the key skills of successful leaders is juggling five
or six or more different things at the same time. Successful people
are busy people. Once people discover you are a competent, skillful
leader everybody wants you. Note taking allows people to function
more efficiently and effectively and therefore be more successful.
I take notes on a myriad of topics, and I take them in
Braille. I use Braille to write notes to myself about the grades
and other important information about my students. I use Braille
when I judge speaking competitions. There is no way anyone could
remember, or would care to remember, all the intricacies of each
speech and each speaker, so I use my Braille for that. I use
Braille for political issues, especially public hearings. The
information in my testimoniesþthe figures and statisticsþare all
written down and at my fingertips; and frankly, no one beats me. As
a matter of fact I have a running competition with my Congressman,
Gerald Kletchka. We have a sort of game we play. He wants to see if
he can get to his statistics faster than I can get to mine. So far
I've always won, and I like it that way. I intend to keep it that
way, too.
I also use Braille in my home life. I use it for writing down
appointments, grocery lists, and for keeping track of my two
daughters' schedules. (They have basketball practice, volleyball
and soccer games, gymnastic classesþand I have to see that everyone
gets to the right place at the right time.) But it wasn't always
that way. I didn't always take notes in Braille.
When I went to school my parents were told that I didn't need
Braille; after all I could see. We didn't know about the National
Federation of the Blind then. My parents trusted the professionals,
so I did not learn Braille as a child. Instead I learned to take
notes in a dive-bomb fashion. Now, when you take notes this wayþand
you can; it is doableþyour back and shoulders are hunched up and
your nose is literally on the paper as you drag your face across
the page. But I didn't need Braille. I could see. And a funny thing
happens if you have long hair: it all plops down on the desk, onto
your paper, and into your face so you're eating hair while you're
trying to take notes. Nobody thinks about those things. You also
eliminate what little light there is because your head is blocking
it off, and there's a tremendous amount of eye strain. But that's
how I took my notes. In between classes I would go into the ladies'
room and wash the ink off the tip of my nose. (Later, in high
school, I didn't want the boys to see ink on my nose so I had to
devise methods to wipe it off in class without being obvious.)
I went through certain stages in my childhood trying to deal
with the fact that I really couldn't see (we didn't use the word
blind when I was a child). My family was Polish, and we heard a lot
of jokes about Polish people with big noses. So I thought that
Polish people must have big noses, and I must have a bigger nose
than other people. I remember thinking that if I didn't have this
rotten Polish nose, I could get close enough to the paper to read
without getting ink on the tip of my nose. This is true confession
timeþnot many people know thisþI decided I could squish down my
nose and make it smaller by sleeping face down in my pillow. I
really did. But after a few weeks my desire for air and my fear of
suffocation while I slept made me give up. I still have the nose
with which I was born. So, I gave up my "ethnic nose" stage and I
moved into another stage; the "martyr" stage.
By this time I was in eighth grade, early adolescence. For
years I had heard people say things like, "Isn't she remarkable?
That poor little thing struggles so hard. Look at how good she does
with the little that she has." My reaction in this stage became:
"Nobody knows the trouble I've seen. Nobody knows but me, and I
will endure this for the greater good of society and someday I will
be rewarded." However, my "Joan-of-Arc" stage didn't last very
long, eitherþI was quite aware that, like Joan, I was getting
burned. I didn't really want people to pity me, to pet me, and tell
me how sweet and wonderful I was to endure this hardship. That
wasn't what I was about.
So I moved into another stage. This was the "Buck up, Bonnie,
and just make the best of this. This is the way the cards of life
have been dealt out to you, so watcha' gonna' do?" stage. I stayed
in that stage for a long timeþa long, long time. I stayed in my
"poker-hand of life" stage into and beyond my college years.
When I went to college I was still dive-bombing my paper, of
course. (However, I did devise a hairstyle so I wouldn't eat my
hair anymore.) The college I went to was quite a ruthless college,
by the way. They treated everyone equally. I was fortunate to get
a very strong education there.
Communication was the career I chose. In communication classes
we did a lot of group analysis. Groups of students were videotaped
as they interacted, and professional evaluators critiqued and rated
each student within the group according to communication principles
and criteria. These evaluations were given to the class instructor,
who would then review the evaluations with each student. It was my
turn on this one particular evening. I will never forget itþit was
nine o'clock in the evening on a Tuesday. Sister (my instructor)
was going through this process with me. (She had not seen the
videotape of course. She was merely reviewing the evaluation with
me.) On the list of things that I had done was a comment about
withdrawing behavior. For those of you who don't know anything
about communication jargon, withdrawing behavior is the worst thing
that you can do in communication. It's sort of like turning your
back on a personþignoring them. It means that you have taken your
consciousness, your essence away from the group. My instructor
said, "Bonnie, leading behavior here, challenging behavior here.
Those are all positive, but what is this? Withdrawing behavior? You
never withdraw. What are you doing here?"
When I told her I didn't know, this upset her more than the
behavior itselfþthat I could do something and not be aware of it.
So she read the description from the evaluation to me and asked me
again just what I had been doing.
"Well, I was only taking notes, Sister."
"Notes aren't withdrawing behavior. Show me what you do when
you take notes."
So I played World War II Ace and dive-bombed the paper and
pretended to take notes. So she asked me, "Bonnie, what is the
definition of withdrawing behavior?" I regurgitated the definition
of withdrawing behavior as any good student should do. She left it
at that, but I didn't. I thought about it. She was right. To take
my face, my bodyþthe entire portion of my upper torsoþaway from the
group and to be down there on top of that paper for even a
millisecond was, of course, withdrawing behavior. This bothered me.
I had always been praised and encouraged for taking notes this way.
Now someone was telling me, for the first time in my life, how this
behavior was interpreted in the real world. I wasn't bothered
enough to change anything right away, but I certainly put it on the
back burner to simmer.
I continued to dive-bomb my paperþI was the best World War II
fighter pilot Aceþeven after I stumbled into the National
Federation of the Blind and saw wonderful positive blind people
doing things that I couldn't do in a million yearsþlike reading and
writing (Braille, of course) comfortably and easily. They were
people who weren't struggling with eyestrain, which had become such
an ordinary fact in the course of my everyday life that I didn't
even bother complaining about it. You would think that this would
be enough to make me change, but it wasn't. It was the actions of
my three-year-old daughter that did it.
I was reading her a book about Dumbo, the elephant. Of course,
reading the book meant wrapping it around my face. I still remember
how she just looked at me and said, "Daddy read me." What I heard
in her words were, "You are stupid; you are embarrassing; I am
going to get as far away from you as I can; you're dumb." Now she
didn't mean to be cruel, but as far away as a three-year-old could
get was across the room to her dad, and that was far enough for me.
I learned Braille with the help of the Federation in two
months. By the way, let me tell you something else that you
probably won't believe. If any of you would have come to me during
the time I was still dive-bombing and offered me one million
dollars in unmarked bills tax-free if I could read back to you
notes I had written a month ago, I couldn't have gotten the money
from you. I was taking notes that I literally couldn't read. But I
knew no other way. It was what the professionals told me I should
do.
After Braille came all the chairmanships of the committees
that I serve on and all the expertise and success in teaching that
I have enjoyed. All of this comes after Braille and the help of the
NFB. I owe a great part of who and what I am today to the National
Federation of the Blind.
My parents didn't know a lot about note taking, but they did
know about taking out the trash. They knew about providing me with
strong values, about teaching me to be responsible, and what it was
to do a job well. From the time I was a young child I was expected
to do household tasks, make my bed and do it correctly, fold up my
clothes, and put them away. By the time I was eight years old I was
helping my mom on Saturdays to clean the house. My job was the
bathroom, hall, and the stepsþthe total cleaning thereof. When I
was thirteen my mom went to work. It was just going to be a
part-time job, she said, just for a little extra spending money in
the family. But my mom was so good that she moved up into
management full-time. By the time I was fifteen I was grocery
shopping, ironing, and taking care of the family. I did all of that
and I did it well, for nothing less was acceptable to my parents.
Now, kids are kidsþblind or sightedþand they want to get away
with what they can, especially if they are creative, and I was.
When I was about thirteen I developed a passion for long, hot
showers. But soon my long, hot showers began causing the bathroom
tiles in our bathroom to fall off the wall. I figured out that if,
after a shower, I would just plunk those babies right back up on
the wall, they would stay until the next person took a shower, and
that person would get the blame, not me, for the falling tiles. Of
course, my parents eventually pinned it down to me. Slowly they
eliminated the possibilities, and the only possibility that was
left was Bonnie. "Stop taking those hot showers," my father said.
"Okay, Dad, sure." Of course I was too old for them to monitor my
showers. I just opened up the window, fanned out all the hot air,
plunked the tiles back up on the wall, and left. The next family
member would come in, and plunk, plunk, plunkþdown would come the
tiles. It was clear that I wasn't going to stop taking long, hot
showers; and the tiles were going to keep on plunking down.
Then one day my dad called, "Bonnie!" He was in the bathroom,
so I came in and he said, "Here, this is for you." It was a can of
tile cement and a trowel. He said, "You're taking these tiles off
the walls with these showers. I can't stop you from taking the hot
showers. If you're old enough to do it, you're old enough to fix it
up, and I'll show you how." And to my dismay, he did.
I soon learned that this tile responsibility was in fact mine.
If I put the tile up improperly, or if I didn't squish the tile
cement on all the portions of the tile, then the tiles would fall
off; and, unlike before, even if this occurred after someone else's
shower, I had to go in and fix them. You can imagine the teasing I
got from my younger brother and sister. This was too degrading, so
you can bet I learned how to be an excellent mason. It taught me
many things, this little experience with shower tiles, but I never
gave up my love for long hot, showers. When my husband and I built
a home we put in a fifty-gallon hot water tank instead of a little
thirty-five gallon because I never wanted to run out of hot water.
I also amazed the contractors with my knowledge about bathroom
tiles, backing, drywall, and ceiling materials. I did not plan on
ever putting up bathroom tiles againþespecially in my own
household.
What did this all mean? What did my parents teach me? They
taught me that if you mess it up, you gotta' fix it up. What you
do, you need to be responsible for. My parents didn't know the
value of Braille, but they did know about other values. They were
smart people, and they didn't fall for my adolescent trickery and
deceit. My blindness (even though we didn't call it that, then) was
never an acceptable excuse for getting out of a job that had to be
done. They taught me not to shirk responsibility, and they never
made excuses for me. If homework had to be done, and it took other
students an hour, and it took me two hours, then that's how long it
took. I did the job. I did it thoroughly, and I did it well. If
there was a test, and it was going to take an hour for other
students to take the test, then I needed to figure out a way that
I could do it in an hour, too. These lessons about responsibility
have stayed with me throughout my life.
My parents thought of the future, of the woman who would be
running her own household someday. They thought of the woman who
would be married to a man and what a man would wantþa responsible
wife. They thought of a woman who would be a mother to children and
the skills this would require. You need to think about these things
for your children. The young children they are now are not the
women and the men they will one day be. What will be required of
them in the future? This is extremely important for parents to
think about and plan for. My parents did, and I shall always be
thankful for this.
Trash. There are many things that you can put in and take out
with your trash, excuses for one. Pile up all of the excuses that
you have about why your child can't do this or that regular chore,
and put them in the trash. There are no excuses. People are not
rewarded for what they cannot do, or for the least they can do.
People get rewarded for what they can do, and the best rewards go
to those who do the job the best. My "Joan of Arc" martyrdom stage
certainly taught me that. I wasn't getting rewarded. I was being
pitied, pushed back, and ignored. That's not good. That's not
healthy.
Along with the excuses that you throw into the trash, you need
also to throw in low expectations about blindness. Replace these
with high expectations. The best place you can find high
expectations about blindness is through the National Federation of
the Blind. It's the only organization I know that consistently
promotes high expectations. So, low expectations, into the trash.
The next thing to throw in the trash is negative attitudes
about blindness. These can be subtle. They creep up on you. They
creep up from other people; people who will tell you, "Oh, don't
discipline himþthe poor child is blind!" or "You let her do that?
But she's blind!" or "Your little boy does so well you wouldn't
even know he's blind."
Put all these negative attitudes, low expectations, and
excuses in a nice hefty bag, tie it up real tight, take it out with
your trash, and bury it in the deepest landfill you can find.
But even when you do this, you will sometimes find yourself in
doubt. "Maybe I am pushing my child too hard." "Can she really do
this?" "Maybe I am trying to overcompensate." Again, go to the
National Federation of the Blind. Talk to parents and blind men and
women who are in this organization. Read the materialþFuture
Reflections, the Braille Monitor, the Kernel booksþand think about
what you hear and read, then balance it out. There are more
negative attitudes and low expectations about blindness out there
than there are positive attitudes and high expectations. But this
isn't the way it has to be. There are better attitudes and higher
expectations about the blind than there were in my own childhood
because of the work of the National Federation of the Blind.
Even with this support you are going to have doubts, and yes,
you're going to make mistakes. You will not be a perfect parent. No
parent is. Parenting is hard work. It's hard work whether you have
a blind kid or a sighted kid. (It's harder incidentally when you
have a thirteen year old, which I am willing to sell for anything
you want.) But don't let yourself, as a parent, get into that
martyrdom stage that I went through as a blind child. You know, the
"My goodness, am I not a wonderful parent because of the things
that I endure. Someday I will be rewarded." You will not be
rewarded any more than I'm going to be rewarded with my kids. Our
kids will grow up, go away, and we'll be lucky if we see them at
Christmas.
Our job is to train our children to be the best possible
people they can be, to pass on to them values of honesty and
responsibility. Blindness does not need to change any of our
expectations for our children. Whether it is taking notes or taking
out the trash, the blind can do it, too.
PARENT'S GUIDE TO THE SLATE AND STYLUS
by Barbara Cheadle
If, after reading the title of this article, you have just
asked yourself "Isn't the slate and stylus obsolete?" or "Isn't the
slate and stylus too hard for children to learn how to use?" or
"What is a slate and stylus?" then I hardly need to say more about
the need for this guide. For, you see, the answer to the first two
questions is a resounding No! No, the slate is not obsolete, and
no, it is not too difficult for even small children to learn how to
use. As for the last question, "What is a slate and stylus?" let me
just say that it is the cheapest, simplest, and most portable
method for writing Braille. If your mind is still buzzing with
questions, and you are not satisfied with the answers I just gave,
then I was right. This guide is long overdue! Read on!
Review Of The Braille System
Braille was first developed about 1820 by a young Frenchman
named Louis Braille. He created Braille by modifying a system of
night writing which was intended for use on board ships. He did
this work as a very young man and had it complete by the time he
was about 18. He and his friends at the school for the blind he
attended found that reading and writing dots was much faster than
reading raised print letters which could not be written by hand.
The development of this system by young Louis Braille is now
recognized as the most important single development in making it
possible for the blind to get a good education.
It took more than a century, however, before people would
accept Braille as an excellent way for the blind to read and write.
Even today many people underestimate the effectiveness of Braille.
While tapes and records are enjoyable, Braille is essential for
note taking and helpful for studying such things as math, spelling,
and foreign languages.
Experienced Braille readers, however, read Braille at speeds
comparable to print readersþ200 to 400 words per minute. Such
Braille readers say that the only limitation of Braille is that
there isn't enough material available.
Braille consists of arrangements of dots which make up letters
of the alphabet, numbers, and punctuation marks. The basic Braille
symbol is called the Braille cell and consists of six dots arranged
in the formation of a rectangle, three dots high and two across.
Other symbols consist of only some of these six dots. The six dots
are commonly referred to by number according to their position in
the cell:
1 4
2 5
3 6
There are no different symbols for capital letters in Braille.
Capitalization is accomplished by placing a dot 6 in the cell just
before the letter that is capitalized. The first ten letters of the
alphabet are used to make numbers. These are preceded by a number
sign which is dots 3-4-5-6:
.
.
Thus, 1 is number sign a; 2 is number sign b; 10 is number
sign a-j and 193 is number sign a-i-c:
. . .
. . . . . .
. . . . . .
Braille is written on heavy paper, and the raised dots prevent
the pages from lying smoothly together as they would in a print
book. Therefore, Braille books are quite bulky. Some abbreviations
are used in standard American Braille in order to reduce its bulk.
These must be memorized, but most Braille readers and writers find
them convenient, rather than a problem.
What Is a Slate and Stylus?
A slate and stylus is to a Braille reader what a pen or pencil
is to a print reader. Like the pen or pencil the slate and stylus
is inexpensive, portable, and simple to use. From taking notes in
a classroom to jotting down a phone number the usesþand
advantagesþof the slate to the blind are as many and as varied as
those of the pencil or pen are to the sighted.
Just as the pen or pencil is designed to place a visible mark
on a piece of paper, the slate and stylus is designed to punch
(emboss) raised, tactile bumps or dots onto a page. Since Braille
is a very exact systemþthe dots in the Braille cell must be
precisely spacedþit wouldn't do to attempt to punch dots free-hand
onto a page. In order to hand-Braille accurately, there must be a
puncher (the stylus) which, when pressed into the paper, will raise
a tactile Braille dot, and a guide (the slate) which will allow the
user to punch the dots into precise positions.
Just as pens and pencils come in a variety of styles and
sizes, so do slates and styluses. All, however, have common
characteristics. The typical stylus is about two inches long. It
has a half-inch metal point for punching the dot into the page, and
a one-and-a-half-inch wooden handle with a rounded knob at the end
so it may be firmly and comfortably gripped by the index finger and
thumb. Although the handle may vary on different types of styluses,
all will have a metal point for embossing Braille dots.
The typical pocket slate is made either of metal or plastic.
It is hinged so that there is a guide under the paper and a guide
on top. The slate is about the width of an average piece of paper
(8 inches wide) and four lines of Braille high (a little less
than 2 inches). The top piece of the guide has small, evenly spaced
openings the precise size and shape of the Braille cell. These are
sometimes called windows. The bottom guide has small indentations
so that the Braille dots will be consistent in shape and size.
Again, slates come in different models to suit different writing
needs. There is a slate, for example, especially designed to be
used as a guide for 3 x 5 note cards. All slates, however, will
have a top and bottom guide as described. Together, the typical
slate and stylus weigh about two ounces. Both are easily carried in
a pocket or purse.
Why Should Blind Children Learn to Use the Slate and Stylus?
For all the same reasons that sighted children learn to write
with a pencil and pen. Think about it. Sighted children have had
access to typewriters, tape recorders, and even computers for
years. Yet, none of these devices has replaced the need for pencil
and pen. The ability to take quick, legible notes with a cheap,
simple, portable device is important for both print readers and
Braille readers. A slate doesn't use batteries or an electric
outlet. It can be carried in a pocket. It is cheap to replace and
inexpensive enough that several may be purchased at one timeþjust
like pens. The slate and stylus allows the Braille reader to write
down information he or she can immediately read and review
anywhere, anytime. A student may easily take a slate and stylus
with him or her on school or family trips, to summer camp, Sunday
school class, scout meetingsþanyplace a pencil can go, a slate and
stylus can go. Students may write classroom notes; take a telephone
message; take down names, addresses, and telephone numbers; and
write out all types of Braille labels and lists with a slate and
stylus.
How Does the Slate and Stylus Compare to Other Methods of
Writing Braille or Taking Notes?
Most children today begin writing with a Braille writing
machine. This may be what your child is currently using. These
machines are comparable to typewriters. The Braille writer has a
keyboard of only six keys and a space bar, instead of one key for
each letter of the alphabet. These keys can be pushed separately or
all together. If they are all pushed at the same time they will
cause six dots to be raised on the paper in the formation of a
Braille cell. Pushing various combinations of the keys on the
Braille writer produces different letters of the alphabet and other
Braille symbols. The Braille writer is about the size of a medium
size typewriter, but is much heavier at ten pounds.
The Braille writer is excellent for writing and editing
reports, doing class assignments in the elementary grades, doing
math problems, keeping financial records, and generally any Braille
writing which does not require moving the Braille writer from place
to place frequently. The Braille writer's bulk and weight make it
a poor choice for most note-taking tasks when students begin moving
from class to class in school. It is impossible, of course, to slip
a Braille writer into a pocket or purse as one does with a slate
and stylus.
Sometimes students believe that a tape recorder will handle
all their note-taking needs. Although tape recorders are useful to
blind students, they are not good note-taking devices. Note-taking
means sifting the information as one listens and making decisions
about what is important to write down and what is not. It also
means condensing and organizing the information as one writes. It
is not possible to do any of this quickly or well with a tape
recorder. Besides, students who record an hour lecture must spend
another hour listening to itþand even more time studying from it.
If they had taken Braille notes in class, they could skim through
those notes in less than half the time that it would take to study
from a taped lecture.
There is also, of course, a whole array of electronic Braille
note-taking devices (such as the Braille 'n Speak), talking
computers, and Braille printers for students to choose from today.
The Braille note-taking devices are especially popular among high
school students, college students, and professionals. It is
significant, however, that the most versatile and efficient of
these students and professionals are those who also keep a slate
handy in their desks or pockets. Even the Director of the
International Braille and Technology Center for the Blindþa
facility which displays a sample of every Braille and speaking
device for the blind in the worldþkeeps a slate in his suit pocket.
For quick, ordinary note-taking needs, the slate still can't be
beaten.
How Fast Can a Student Write with a Slate and Stylus?
As fast as a sighted student can write notes with a pen or
pencil. However, good instruction and daily practice are as
important for the Braille student as they are for the sighted
student. If the blind student is not keeping up and complains that
the slate is too slow, it is probably due to inadequate instruction
and/or practice. One author of a slate and stylus teaching manual
suggests that blind students should be able to write a minimum of
15 to 20 words per minute by the time they enter high school. This
speed is based upon timed trials in which the student writes out
complete sentences with correct spelling and punctuation.
Obviously, as the author points out, much faster speed can be
obtained when using note-taking shortcuts.
One blind woman worked several years as a note-taker with a
state agency which investigated equal employment opportunity
complaints. The job required taking notes at formal hearings. Some
hearings were recorded, but note-takers were needed for those who
objected to this. The notes did not need to be verbatim, but they
did need to be thorough and accurate. Some hearings lasted as long
as three hours. She could not use a Braille writer for it was
deemed too loud and intrusive by the hearing judges. So, she used
a slate and stylus to take the notes and typed them up later to
turn in. She soon developed a reputation for being an outstanding
note-taker, and hearing judges frequently requested her services.
The woman learned to write with the slate in first grade, when she
was six years old.
How Long Does It Take to Learn to Use the Slate and Stylus?
How long does it take to learn to use a pen or pencil? This
depends. It takes only seconds to learn how to hold the pencil and
make a mark on a piece of paper. It takes a little longer to learn
how to hold the pencil correctly when writing words and letters,
and of course it takes much longer to learn how to print and write
cursive correctly and legibly. It partly takes a good deal of time
because the student is learning the letters while he or she is
simultaneously learning to write them.
The same is true when learning to write Braille with the slate
and stylus. The rudiments of using the slate and stylus can be
learned in minutes. Proficiency in using the slate comes with
months or years of regular practice and usage (as in the case of
very young children). Remember, this is also true for sighted
students learning to write with a pencil.
As a parent you may be wondering how fast you could learn to
use the slate and stylus. The National Organization of Parents of
Blind Children sponsors Beginning Braille for Parents workshops. In
three hours parents learn the basics of reading Braille and writing
it with the slate and stylus. They learn how to insert the paper
into the slate frame, how to correctly hold the stylus while
punching the dots onto the paper, how to use their fingers to guide
the stylus and keep their place, and how to move the slate guide
down the paper as needed. Then, as they learn Braille letters, they
learn how to use the slate guide to punch in the correct dot
positions for the desired letter. Parents leave the workshop
feeling that Braille reading and writing is fun and easy! Many
continue to study and practice Braille reading and writing on their
own.
Of course not everyone can attend a workshop, so at the end of
this guide is a list of manuals and other materials which may be
used for independent home study of Braille and the slate and
stylus.
Are There Any Differences between Learning to Use a Pen or
Pencil and Learning to Use a Slate and Stylus?
Yes, but let's first review how they are NOT different: Both
systems, as discussed in the questions above, have the same
function and advantages and get the job done equally well; both
systems take about the same time to learn; and neither system is
inherently any more difficult to learn than the other. Please keep
these similarities in mind. In the long haul they are more
important than the differences.
The differences between the methods of writing arise naturally
out of the fact that one is a visual system and one is a tactile
system. For example, most people learn to hold a pencil at a slant.
But different hand and finger positions and motions are required
for slate and stylus usage. For ease and efficiency in punching
Braille dots, the stylus must be held in a straight up and down
position. Also, punching dots onto a page requires slightly more
force than is needed when writing with a pen or pencil. Teachers of
blind children often encourage young blind children to play with
pop-together toys because this activity develops strength and
dexterity in the fingers. This dexterity is also required when
opening the four-line pocket slate and repositioning the paper.
On the other hand, while sighted students must essentially
learn four different ways of forming each letter of the
alphabetþprint upper-case, print lower-case, cursive upper-case,
and cursive lower-caseþblind children need to learn only one form
for each letter. (As noted in the review of the Braille system at
the beginning of this guide, a Braille word is capitalized by
simply placing the Braille dot 6 before the letter to be
capitalized. This is much simpler to learn than an entire new form
for each letter.)
Finally, a person writing Braille with the slate and stylus
begins at the right side of the paper and ends the line on the
left, since the dots are being produced on the underside of the
paper. Of course, the Braille reader reads from left to right, for
the dots are then on the top side of the paper. Although this may
seem a bit confusing, it need not be at all troublesome, since both
reading and writing progress through words and sentences from
beginning to end in the same manner.
If a blind student is confused and refers to writing with a
slate as "writing backwards," then incorrect teaching methods are
likely being used. No respectable elementary teacher in the
country, for example, would teach sighted students that a d is a
backward b. Of course it is reversed, and of course students figure
that out, and of course some students have a few problems because
of it. However, correct teaching methods combined with lots of
practice solve this difficulty. The same is true of learning to
write with a slate and stylus.
When Should Blind Children Learn to Use a Slate and Stylus?
Blind people who started school anytime up to the late fifties
or early sixties find this question amusing. Although the first
mechanical Braille writing device was invented in 1850, Braille
writers were not commonly available to blind students of all ages
until after 1951þthe year the modern Perkins Brailler went into
production. In those early years Braille writing machinesþif they
were available at allþwere used only by students in the higher
grades, and one machine was shared by several students. So, what
did blind first-graders use all those years before the Braille
writer was invented or available to them? Why, the slate and
stylus, of course! (This is still true, by the way, in developing
nations where Braille writers are far too expensive for common
usage.)
Some parents today are successfully experimenting in using the
slate and stylus with their blind pre-schoolers. The children use
the slate and stylus for the same purpose that sighted
pre-schoolers use a pencil or other marker: to scribble. Just like
a sighted child, a blind child may pretend that his or her
scribblesþthe Braille dotsþare words or even pictures. This gives
the child a positive experience with the slate and stylus so that
when formal instruction begins they are comfortable with the slate
and eager to learn to write real words with it.
Today, teaching manuals commonly recommend that the slate and
stylus be introduced in the third grade. The author of one manual
suggests that students do not need to begin formal instruction with
the slate and stylus until entrance into middle school (sixth
grade). Students should certainly begin no later than this.
As you can see, there is no consensus on the best time to
begin writing instruction with a slate. It can be successfully
taught at any time from kindergarten on up. Remember, however, that
it is easier to gain the interest and cooperation of younger
students. Also, slate and stylus skills should be firmly in place
by the time the child is old enough to want and need a truly
portable system of writing. If those skills are not in place, the
child begins to be subtly excluded from certain activities.
Consider, for example, a typical meeting of a Girl Scout troop
of girls grades 3 through 6. The troop is planning a camp-out. Each
patrol within the troop is told to plan a menu for one of the
meals, make a grocery list, and take the list to the store to buy
the foods. They must also plan one activityþa skit, a game,
etc.þfor the camp-out. Before they begin planning, however, each
patrol must choose one of the girls to be the patrol secretary to
keep all necessary notes and lists. Slate and stylus skills would
put a blind scout on an equal footing with her sister scouts in
handling this necessary task for the group. She would also get
early experience with one of the most common jobs in our society.
Secretaries are needed everywhereþin business and in volunteer
community organizations.
What Is the Best Method for Teaching the Slate and Stylus?
Although there are a few variations in approaches to teaching
the slate and stylus all good teaching manuals adhere to the same
basic principles. For example, all the best manuals insist that the
word backward never be used when describing or teaching the slate
and stylus method of writing. Instead, the authors of these manuals
encourage phrases such as starting side or approach side; first
column, second column; first side, second side; direction of
travel; and so forth. This approach is essential for the best
success.
Beyond this, a good teaching manual or method description
should provide the following: (1) an explanation of the importance
of building motivation and enthusiasm in the student through
discussions and demonstrations of the usefulness of the slate and
stylus; (2) a thorough description of the sequential steps to take
in teaching the student how to physically manipulate the slate and
stylusþi.e. inserting paper, holding the stylus, moving the paper
down, locating the Braille cell window with the tip of the stylus,
and so forth; (3) lesson plans or a sequential list of letters and
words to be introduced to the student; (4) miscellaneous
information about materials, equipment, and teaching aids; and (5)
guidance and suggestions about promoting daily practice and use of
the slate and stylus among students.
Listed below are some teaching manuals which meet these
criteria. A few of these manuals were written primarily for
teachers of newly blind adults. They have been included because
parents might find them useful as self-teaching guides and because
some of the methods and teaching aids they promote apply to
children, too. Also included in this list are manuals or handbooks
which include slate and stylus teaching instructions as a chapter
or segment of that book. Page and/or chapter numbers are given with
these listings.
Teaching the Braille Slate and Stylus
by Philip Mangold
Exceptional Teaching Aids
20102 Woodbine Avenue
Castro Valley, California 94546
(510) 582-4859 or 1 (800) 549-6999
Teachers' Guide for the McDuffy Reader:
A Braille Primer for Adults
by Sharon L.M. Duffy
("Teaching Slate Writing," pp. 9-13).
National Federation of the Blind
1800 Johnson Street
Baltimore, Maryland 21230
(410) 659-9314
Braille Writing Simplified
by Claudell Stocker
National Organization of Parents of Blind Children,
A Division of the National Federation of the Blind
1800 Johnson Street
Baltimore, Maryland 21230
(410) 659-9314
Slate and Stylus Program from
Patterns: The Primary Braille Spelling and English Program, Level C
Hilda Caton, Director. Betty Modaressi, Editor.
American Printing House for the Blind
P.O. Box 6085
Louisville, Kentucky 40206-0085
(502) 895-2405 or 1 (800) 223-1839
Handbook for Itinerant and Resource
Teachers of the Blind and Visually Impaired
by Doris M. Willoughby and Sharon L.M. Duffy
("A Braillewriter in My Pocket," Chapter 18, p.135)
National Federation of the Blind
1800 Johnson Street
Baltimore, Maryland 21230
(410) 659-9314 (Call after 12:30 p.m.)
What Kinds of Slates and Styluses Are Available, How Much Do
They Cost, and Who Sells Them?
The typical pocket slate and stylus was described under the
heading "What is a Slate and Stylus?" The pocket slate, as you will
recall, can come either in plastic or metal. The plastic slates are
the least expensive ($3.00, including the stylus), but are only
available in the four-line, 28-cell-per-line size. They are also
not as durable as the metal slates.
Metal slates are more expensive but are also available in a
wide variety of sizes and styles to meet different needs. Some of
these are note-card size slates (six-line, 19-cell), with or
without a hinge; pocket slates (four line, 27 cell) with a notch
for holding labeling tape; one line, 25 cell slates for labeling
tape only; pocket slates with an open back so that the Braille can
be read without removing the paper from the slate; slates designed
exclusively for embossing cassette labels or playing cards; and
board or desk slates. Prices vary among sources, of course, but
will typically range from $8.00 or $10.00 for the single-line slate
to $14.00 to $30.00 for the regular or specialty metal slates and
up to $40 plus for desk or board slates.
The board slate, which is especially useful to Braille
transcribers, comes in three pieces: a sturdy page-size writing
surface (much like a clip-board) made of wood, plastic, or masonite
board; a heavy-duty metal four-line, 41- or 27-cell slate; and a
regular stylus. The board has a clip at the top to hold the Braille
paper in place and matching holes down the right and left sides of
the board. The slate is like a regular pocket slate with the
addition of two small round pegs on the back side of the frame.
These pegs, when inserted into the matching holes on the sides of
the board, hold the slate firmly in place. When the student has
completed four lines of Braille the slate is eased out of the holes
and slid down to the next set of holes and so on until the page is
full.
In addition to the regular stylus described earlier, there are
styluses with a flat-sided handle to prevent rolling; pencil shaped
styluses; and reversible metal styluses (flat or regular handles)
in which the point may be removed and reversed for storage inside
the handle. These vary in price from roughly $1.00 to $8.00.
Wooden or metal Braille erasers which flatten unwanted Braille
dots are usually available in a price range from $1.00 to $3.00.
Some sources for slates and styluses are:
National Federation of the Blind
Materials Center
1800 Johnson Street
Baltimore, Maryland 21230
(410) 659-9314 (Call after 12:30 p.m.)
American Printing House for the Blind
P.O. Box 6085
Louisville, Kentucky 40206-0085
(502) 895-2405 or 1 (800) 223-1839
Howe Press
175 North Beacon Street
Watertown, Massachusetts 02172
(617) 924-3490
LS&S Group
P.O. Box 673
Northbrook, Illinois 60065
1 (800) 468-4789
VisAids, Inc.
102-09 Box 26
Richmond Hill, New York 11418
1 (800) 346-9579
PRE-READING ACTIVITIES FOR BLIND PRESCHOOLERS
by Ruby Ryles
Sometimes blind and visually impaired children come to
preschool or kindergarten with less than average strength in their
hands and fingers. This is the age that pre-reading and reading and
writing activities should formally begin for children. Even if your
child is not a future tactile reader, it is wise to spend time
playing with him or her to develop arm, hand, and finger strength.
Below is a partial list of activities you and your child might
enjoy while doing just this. As you play you will find other
activities which use these muscles. The goal is for your child to
do the activity independently. But above all, have fun!
Arm and Hand Strength:
Weight-bearing activities such as:
playing as a human wheelbarrow;
creeping up hills or over obstacles;
pushing wagon, weighted box, loaded
sandbox trucks;
and doing yoga positions: cat, cobra.
Grip and Finger Strength:
tearing paper and fabrics;
squeezing water out of sponges, washcloths;
squeezing bulb syringe medicine droppers;
cutting with scissors on different textures and fabrics;
using a paper-hole punch;
playing with playdough and bread dough;
playing with manipulative toysþLegosþ, Tinkerþ toys,
snapblocks, pop beads;
playing rope pull, tug of war;
holding on to rope or hoop while being pulled on scooter;
using clothespins;
using toolsþhammer, saw, screwdriver, nuts and bolts;
using tongs or tweezers to pick up small
objects;
playing with magnets;
@BULLET = opening jars and containers with lids;
turning knobs or dials, pushing buttons;
typing on manual typewriter;
bowling;
squirting water from empty soap bottle or squirt gun;
"waterpainting" with large brush;
doing simple cooking activitiesþstirring batters; using garlic
press, potato masher, juicer, hand mixer, sifter; pouring water
from one container to another; and using cookie cutters with
playdough or cookie dough;
playing wash dayþwring out water from cloth and hang on
clothesline with clothespins;
using stick or spoon handle to draw in wet sand;
solving puzzles made from rubber;
placing clay into plastic lid, patting smooth, and drawing
pictures on it with pencil or stick;
crumpling paper (vary the weight) and tossing to a target;
tying knots (vary weight and density of cord);
operating a stapler;
opening rubber bands with one hand and placing on a tube or
dowel;
popping packing bubbles;
and using easy grip pegs and pegboards.
(This list of activities is provided with the cooperation of Peggy
Jensen, Occupational Therapist, Marysville, Washington.)
BRAILLE LITERACY LEGISLATION: TESTIMONY FROM A PARENT
by Julie Hunter
Editor's Note: In April, 1994, Colorado joined the ranks of
the 25 states which have passed Braille literacy legislation. The
following testimony was given by Julie Hunter, mother of a blind
teen-age daughter and president of the Parents of Blind Children
Division of the NFB of Colorado, on behalf of this legislation. As
our regular readers know, model Braille literacy legislation was
developed and promoted by the National Federation of the Blind.
These laws assert the right of blind childrenþincluding those with
partial sightþto learn Braille. This legislation is a significant
part of our campaign to eliminate illiteracy among our nation's
blind and visually impaired population. Here is what Julie Hunter
said about the need for this legislation:
Mister Chairman and members of the committee: Thank you for
the opportunity to address you this morning. I am here in support
of House Bill (HB) 1148. I am the parent of a blind child and the
president of the Parents of Blind Children Division of the National
Federation of the Blind of Colorado. In that role I receive phone
calls from parents asking for advice and support on many different
issues. I would like to tell you about two of those phone calls
which I believe will help to clarify why this bill is so important
to the future of visually impaired children.
First, I would like to tell you about Mrs. Smith and her
visually impaired son Robert. Robert is one of those children who
is legally blind and has some usable vision. Three years ago, when
Robert was eight years old and in the second grade, his mother
called to ask for help in getting Braille instruction for her
child. Robert was being provided with several types of
magnification and a special light at his desk so that he could read
print. He hunched over his reading so that his eyes would be within
two or three inches of the page. The option of Braille was never
discussed with Mrs. Smith. In fact, the mother brought up the
possibility herself. I quote from the mother:
"As early as kindergarten I repeatedly asked about Braille but
the teacher would say, `Why do you want to do this to your child?
Look at this big machine he would have to use [meaning the Braille
writer]. Why do you want your child to be different?'"
As you can well imagine, this mother was torn. On the one hand
she didn't want to argue with this teacher. She felt intimidated
and insecure. On the other hand she had a gnawing feeling that her
son was not going to make good progress while straining to read at
close range and fatiguing very quickly. To make a long story short,
Diane McGeorge [the blind Director of the Colorado Center for the
Blind, a Federation training center] and I went to the IEP meeting
with Mrs. Smith, and Braille was written into the plan.
However, the story does not end here. During the meeting it
became clear that the teacher of the visually impaired was not
comfortable with teaching Braille. He said that he had not taught
it for some time and would have to "review as we go along." In
fact, I handed the teacher a page of Braille belonging to my
daughter who was in middle school, and the teacher was unable to
read it. That teacher decided to leave the school district and a
replacement was not found that year. The next year another teacher
of the visually impaired was hired, and she began Braille
instruction with Robert. At that point I lost touch with Mrs.
Smith. I had an occasion to talk to her recently and asked how
things were going. She told me dejectedly that she had given up,
she had lost the fight. It seems that Robert got contact lenses and
reading glasses which somewhat improved his reading vision. Now he
could read without magnification. The teacher said that Braille was
no longer necessary; he would be a print reader. But, says his mom,
he still has to hold the page four inches from his eyes, and he
still fatigues easily. In fact, his reading speed is slow, and he
is behind his classmates. The teacher has recently mentioned that
they will be using more taped material in middle school because his
speed is slow.
Mrs. Smith still feels that Robert would be better off if he
could have both reading modalities, print and Braille, but she has
given up. The teachers and school personnel have Robert on their
side now. They say, "He doesn't want to learn Braille." She feels
intimidated and powerless against the professionals and a
pre-adolescent son who now doesn't want Braille because it would
make him look different.
Here is a mother who has more good sense than the people
trained in education. She can see the trend: slow, laborious
reading; more and more taped material; and the probable decline in
Robert's education in general. But, she has given up because a
teacher has made the decision that he will read print, period. She
just got tired of fighting for something in which no one else
believed.
The second story is much shorter. This is an opposite
situation and one that supports the good job that many teachers are
doing in determining reading modalities. I had a call this week
from a mother who has a child who also has a lot of usable vision.
Her child is in kindergarten and is being taught Braille and how to
use a cane. This mother's call had to do with the fact that she was
having a difficult time accepting the fact that these alternative
skills were being taught. She always thought that her child could
see pretty well and that she wouldn't have to "look blind."
Intellectually she recognizes that Braille and canes are good
things, but it's hard for her to accept. She recognizes that she
needs to work on her own attitudes about blindness in order to
support her child.
Here is an example of how the system should work. The teacher
of the visually impaired jumped in early and got this child
started. The mother would have gladly accepted large print and
magnifiers for her child. She could have postponed dealing with her
own insecurities and prejudices about blindness and blithely gone
along for the ride. There are hundreds of parents like her. Without
guidance they do not know enough about what consequences lie ahead
when their child reaches high school or college and can't keep up,
or what the consequences can be in lowered self-esteem.
There are teachers of the visually impaired who are adequately
assessing reading modalities, who believe in the efficiency of
Braille, and who are very competent teachers of Braille. There are
also teachers who are not bad teachers, but they believe Braille
is a "last resort," that it is a symbol of blindness to be avoided
if there is remaining vision, even if that means you hold the book
in front of your nose and tire after reading two pages.
We need HB 1148 to provide the framework on which to build
regulations which will guarantee every legally blind child a fair
chance to learn.
IS IT A BOOK
OR JUST PAPER?
by Bernadette Kobierecki
Speech given at the
Saturday, May 21, 1994,
Children's Braille Book Club 10th
Anniversary Celebration
National Braille Press, Inc., Boston, Massachusetts
From the Editor: What happens when institutions providing
services to the blind really listen and respond to the consumers
they serve? A little over ten years ago Diane Croft, a
representative of the National Braille Press, attended a National
Convention of the National Federation of the Blind. At that
convention she heard blind adults and parents of blind children
talking about Braille literacy and about the need for more Braille
books for young blind childrenþespecially affordable books parents
could buy. Ms. Croft listened, the National Braille Press
responded, and the Children's Braille Book Club was born.
On May 21, 1994, the National Braille Press celebrated the
10th Anniversary of the Children's Braille Book Club. Parents of
sighted children who have access to literally thousands of free or
inexpensive books through schools, public libraries, book stores,
toy stores, and even magazine and card shops, cannot fully
appreciate the significance of this celebration. But a parent of a
blind child can. Here is the delightful presentation that
Bernadette Kobierecki, a parent of a blind child and an early
subscriber to the Children's Braille Book Club, gave at that
celebration:
In April 1993, my husband, daughter, and I enjoyed a family
wedding in New York City. David and Ann, both teachers, love books.
At the reception dinner we discovered a different paperback book
had been placed by each name card. On Rachel's plate was the 1993
Winnie-the-Pooh Calendar in print/Braille from National Braille
Press.
We were delighted. The young couple and all who were aware of
this beautiful surprise beamed with joy at Rachel's reaction. But
the most frequent comment made was "Do you have any idea how many
phone calls to how many states it took to buy that book?"
Yes, we do know, and we feel it's a bit easier now than it was
ten years ago, which is why we're all gathered here tonight to
celebrate.
When Rachel was born sixteen weeks too early friends gave her
a button which said, "Of course I believe in miracles. I am one."
Our Rachel and the Children's Braille Book Club are actually twins,
both "little miracles" in the waning months of 1983.
To us, reading and books are as necessary as air and water. If
we needed print and she needed Braille, the simple solution should
have been books for all of us, right? As Rachel says, "Not!"
Braille and print books are not available in the local
bookstore. Except in elevators, Braille does not surround us in
everyday life the way print does. Additionally, the average sighted
person I've met has little if any knowledge of Brailleþespecially
the Grade II Braille which appears in most books. For Rachel, a
blind child with parents who are sighted, Braille did not just
"happen."
Sighted children don't magically become ready to read and
write. They begin by developing language and vocabulary based on
life experiences. For years sighted children watch big people read
and write and derive meaning from the marks on the paper. Sighted
children read along when mom and dad read aloud; they play at
reading pictures and end up wanting to read for themselves.
Children are children and, blind or not, much of the process
is the same. Rachel's language and vocabulary needed to be built on
her life experiences, too. But with some tangible differences. Yes,
sun is warm and shade is cool. But how tall is that tree? And how
wide is the sky? Dogs are easy, but a bird is more than a flying
whistle.
Yes, pumpkins and carrots are orange, grass is green, and the
sky is blue. But more, orange is a flavor and smell, green grass
has texture, and blue water has a temperature.
We threw rocks into a local pond. I said, "The big rock made
a big splash, and the little rock made a little splash." Rachel
said, "No, the big rock made a low tone, and the little rock made
a higher tone." Her idea was more meaningful. Our child has been a
good and patient teacher.
We loved to read togetherþit was always cozy and funþand story
tapes were great, too. But without the Braille it wasn't really
reading.
We didn't learn about the Children's Braille Book Club for
sixteen months. We were busy reinventing the wheel. In the
meantime, that first summer, from a defunct source, we bought two
print-Braille books for $49.20!
In April of 1985, Rachel, in her grandma-powered stroller, and
I attended our first National Federation of the Blind meeting and
heard Diane Croft from National Braille Press speak. We returned
home with a source of role models and a subscription to the
Children's Braille Book Club. One hundred dollars a year provided
Rachel with a new book each month and the joy of receiving her very
own "mail for Rachel!"
When we read together, if it had Braille dots, she would feel
it and say, "It's a book!" Without the Braille she would push it
away and declare, "That's paper."
As book club members our awareness of and respect for
publishers has grown. Covert Bailey lectured at the Yankee Dental
conference in Boston in the mid- to late-1980's. My opinion of
purchasing Fit or Fat and The Target Diet was sought. I urged "Buy
Covert's books; he's published by Houghton Mifflin."
Anyone who listens learns how Rachel's book club depends on
the generosity of book publishers. Donations of wonderful titles
have included Too Much Noise and The Three Bears. Mere mention of
these stories elicits groans of recognition from our weary family
and friends who were commanded to read, read it again, READ IT
AGAIN, PLEASE! And the sound effects had to be just right.
Walt Disney said, "There is more treasure in books than in all
the pirate loot on Treasure Island, and, best of all, you can enjoy
these riches every day of your life."
Rachel now has some eighty-five volumes of treasure on her
bookshelf acquired through her membership in the CBBC. Not a huge
library, but enough to select a story or lesson for the day.
Recently, she queried, "Mom, what is Curious George curious
about, anyway?" "Well, Rachel, just like you, Curious George is
curious about everything." And books contain stories and lessons to
satisfy the Curious George in all of us, from the concrete to the
abstract.
In 1988, Your First Garden Book by Marc Brown appeared. We
planted Johnny's Selected Seeds, and our photos show Rachel with
her herbs and vegetables against a lush sunflower-studded garden,
eating vegetables many kidsþand some former Presidents of the
United Statesþwouldn't touch!
In Arthur's Nose we read, "There's a lot more to Arthur than
his nose." The words sighted or blind tell us precious little about
the whole person, be they child or adult. Shouldn't it be as plain
as the nose on Arthur's face that the wrapping paper tells us
nothing about the gift inside the package?
In Knots on a Counting Rope, we, too, are invited to race the
darkness of fear and win. Grandfather's gift of courage, love, and
understanding transcend race and culture. For all mankind
throughout the eonsþ
Grandfathers have offered wisdom
And boys have offered hope.
"But there are many ways to see, Grandfather," the boy says.
And I remember a summer evening on the Cape. The men went ocean
fishing that day. We women, Rachel among us, toured town. Reunited
over dinner, Rachel told her dad about the creaks and jangles of
the drawbridge; the boat horns and the seagulls' cries; the scents
of candles, leather, and books; the aroma of goodies baking; the
herbs she tasted in her seafood lunch; and the sweet, chewy
salt-water taffy.
One thoughtful man approached me to say that Rachel's account
had humbled him into realizing how little of his other senses he
used, and that he felt diminished by his reliance on his eyes and
was shocked to discover that seeing and vision are not the same.
Yes, there are many ways of seeing and learning, of adapting
and relating to the world around us.
Over the past ten years, we've tickled under a tree, followed
Mrs. Mallard and her ducklings safely across busy streets, been sad
and mad, made spaghetti with Dad, gone to school with Miss Nelson,
crunched through snow hunting owls, ridden steam trains to the
North Pole, learned to sleep overnight with Ira, and been so
exhausted by it all that we've said, "I am not going to get up
today"þbut unlike the Little Red Hen, we didn't have to do it all
by ourselves, because you were there.
We need all the little engines that could among youþworking to
improve the accessibility, cost, and selection of Braille
materials; advocating for Braille literacy as being just as
important as print literacy for our children; insisting that the
child learning Braille and other adaptive skills may need a variety
of services and programs; and helping the public to form more
positive attitudes.
For tonight, our congratulations to the National Braille
Press's Children's Braille Book Club and warmest thanks to all its
extended family: the publishers, authors, directors, teachers, role
models, trustees, officers, supporters, donors, and staff.
Happy 10th Birthday!
HERE I COME, READY
OR NOT
THE MAKING OF A VIDEO
by Myra Adler Lesser
Editor's Note: Mrs. Lesser is a member of the board of the
National Organization of Parents of Blind Children. She is,
obviously, a parent of a blind child, but she is also an
experienced early childhood teacher and trainer of student
teachers. The following is an account of how she came to produce a
practical video addressing the concerns of nearly everyone in a
school who comes into contact with a blind student. The film is a
quality product in every way. No doubt, as Myra points out in her
article below, there are ways she can improve upon this one in a
future film. Be that as it may, this is a film I would recommend to
anyone needing an educational and training tool for school
personnel or anyone else who needs to know how a blind child
functions successfully in a regular public school setting.
Every year blind children are being mainstreamed (included) in
regular public school classrooms where teachers and aides who have
never before been around a blind child are expected to welcome them
in and work with them. This can, and often does, create much
anxiety on the part of everyone involved.
At the beginning of preschool, kindergarten, and first grade
I wished there had been some way that I could have helped alleviate
the anxiety I could feel on the part of each new classroom teacher
and aide that would be working with my son, Alex, who is blind.
Even the principal and other teachers in the building had many
concerns and questions. When I heard that the Parents of Blind
Children of New Jersey was holding a training session for teachers
and aides last September, I requested that Alex's teacher and aide
be sent to the training. My request was denied.
I felt that the teachers needed some familiarity with and
reassurance about how a blind child can function in a public school
classroom. I decided then that, in lieu of a training session (or
better yet, in addition to it) a video of how one blind child is
being included would be helpful to Alex's future teachers and also
to teachers and aides in other schools who are anticipating
including their first blind child.
I thought about making a video for several months. I wanted to
show some really basic things, such as how he learns to read, how
he moves safely around the classroom, how he gets to the bathroom,
what he does on the playground, how he goes through the cafeteria
line, and so forth. But I had no experience or equipment with which
to do it. So, I solicited the help of the Western Instructional
Support Center (WISC), a Pennsylvania agency that supports school
districts in their work with special needs children, and the
Distance Learning Center which has the staff, facilities, and
equipment to produce a professional quality video. They liked the
idea that this project was initiated by a parent and they provided
the technical assistance and equipment I needed.
Everyone at Alex's school was extremely cooperative and
helpful, especially Peggy Johnson, his Braille teacher, and Dian
Heil, his mobility teacher, as well as all the other teachers,
staff, and administrators. (Alex's presence in the school impacts
everyone.) Debby Oppel Holzapfel, who works for WISC, led me
through each step of the video process and co-produced it with me.
I learned many things in the process of producing this video.
In addition to the technical aspects, I also learned more about
Alex's actual daily education. In general, I am very pleased with
how things are going. Alex is performing at grade level and appears
to be well liked by the other children and the adults. However, I
am not happy about how much he is being led around by other people,
and in the future there will be much more emphasis on more
independent mobility with his cane and less sighted guide.
My initial intended audience for this video was school
personnel. However, the day I received my first copy of the video
I also had a visit from a caseworker from Blind and Visually
Impaired Services (BVS). I was very excited to have my first
audience for my video. He was surprisingly interested in watching
it and remarked afterward that he really hadn't known how they
teach blind children in school, even though he works with blind
people every day. It occurred to me that perhaps there are many
other people who could benefit from seeing just how a blind child
functions and is taught in a public school. Anyone who is
interested in ordering this video, which is named: "Here I Come,
Ready or Not," can write to me. The video is 30 minutes long and
sells for $10 to Pennsylvania residents and $25 to out-of-state
residents. (Price includes shipping and handling.) Checks should be
made out to Lancaster/Lebanon Intermediate Unit 13, and sent to:
Myra Adler Lesser
137 Lesser Lane
Chicora, PA 16025
MAKING WHOLE LANGUAGE WORK
by Carol Castellano
Editor's Note: Regular readers are familiar with Carol
Castellano. Not only has Carol written numerous articles for Future
Reflections, she is the very active president of the Parents of
Blind Children Division of the NFB of New Jersey and Second Vice
President of the National Organization of Parents of Blind
Children. The topic of this article is quite timely. New teaching
methods and approaches are a challenge to parents and teachers of
blind children. Every time some new teaching approach is
introduced, parents and teachers must ask, "Can these new methods
work for blind students, too? What materials and adaptations will
be needed?" These were the questions which faced the teachers when
Carol Castellano's daughter, Serena, entered a grade which used the
whole language approach. Here is what Carol has to say about their
experiences in applying the whole language approach with a Braille
student:
Whole language is an approach to teaching reading and writing
which differs in many ways from the traditional system in which
most of us learned to read and write. In the traditional approach
children are grouped by reading ability and reading is taught
during a certain period each day. Students read from basal readers,
the grade-by-grade reading books which contain words chosen for
their readability at a certain grade level. Phonics, spelling, and
grammar are each taught as separate skills at separate times. The
traditional approach might be characterized as skill-based.
In whole language classrooms a great deal of time during the
school day is given over to reading and writing. In place of basal
readers, "trade books" are used, authentic works of fiction and
nonfiction that can be purchased at a bookstore. Instead of being
grouped according to reading ability, all students read the various
trade books. Students are exposed to a wide variety of materials,
structures, and styles and also to the rich, poetic, and often
complex language of real literature. Skills such as phonics and
spelling are worked on in the context of what the children are
reading and writing and are integrated into other curriculum areas.
The whole language approach might be called meaning- or
content-based.
Other hallmarks of the whole language approach include student
choice of reading material and shared, cooperative reading and
writing activities designed to develop appreciation, reflection,
thinking, language, and speaking skills. Reading and writing are
integrated into all curriculum areas. Teachers encourage
intellectual risk-taking instead of rote memorization and answers.
They subscribe to the idea that the learning is in the doing,
thereby placing emphasis on the process of writing, not just on the
finished product.
The whole language approach has provoked much discussion and
controversy. Proponents of the approach say that it worksþ children
not only learn to read and write with more pleasure and ease, but
they become eager, independent, confident, lifelong readers and
learners.
Those who object to the trend toward whole language fear that
the approach is too loose and leaves too much to chance. The
flexibility of whole language is in direct contrast to the
controlled nature of traditional programs. Traditional teachers
know and rely on the controlled vocabulary and skills checklists of
basal readers and workbooks to gauge the progress of their
students. Some feel it would be chaotic to try to keep track of
what the children know and don't know if children read books of
their own choosing and if reading is dispersed throughout the day.
They fear the loss of formal phonics instruction. Some opponents of
whole language are afraid children will not learn how to read. Some
simply do not want to change. Despite the controversy, the whole
language approach has been adopted in many school districts across
the country.
What happens when a Braille student enters a whole language
classroom? When my daughter entered first grade, the
staffþcommitted, experienced whole language teachers who had never
taught a blind student beforeþexpressed great reservations. They
believed she would not be able to participate successfully in the
program. One even suggested that she change schools! The teachers
expressed many reasons for fearing that whole language would not
work with a Braille reader. Due to the need to introduce Braille
contractions in advance, they felt Serena would not be able to cope
with the random vocabulary found in trade books. A controlled
vocabulary as found in basal readers, the teachers reasoned, would
make for easier reading for Serena. In addition, they would have no
lists of new vocabulary prepared to give to the Braille teacher as
they would with basal readers.
Since trade books would also be used for subjects such as
social studies and science, the teachers thought the reading for
those subjects, also, would be too complicated. They wondered if it
would be possible to get all the necessary books Brailled, since
whole language requires many more books than just one textbook for
each subject. And lastly, the teachers did not want to give up
their freedom to use a wonderful poem or activity they found the
night before because they would not have it in Braille the next day
for Serena. They also felt that this would limit what would be
available to the rest of the children in the class.
When I analyzed what was being said, I realized that the
concerns of these experienced whole language teachers about whole
language for a Braille student were identical to the concerns
expressed by traditional teachers about whole language for any
student! The concerns boiled down to one fundamental idea: we
really don't know how to do this and make it work!
Serena has been in our school district's whole language
program for two-and-a-half years now and as I write this (mid-third
grade), she sits contentedly reading a Bobbsey Twins book. I think
all her teachers would agree that Serena has fully and successfully
participated in the whole language program and that she has
certainly learned how to read! The inclusion of this Braille
student in the program was accomplished without increased burden on
the Braille teacher and without restricting the materials the
teachersþand other studentsþcould use. Several strategies were
employed to make for a successful whole language experience (many
of which would apply to any reading program). Here are some of our
ideas:
Much advance planning and preparation was done so that books
and materials were ready on time. Books were chosen well in advance
(approximately seven months). Teachers were aware of books which
were already available in Braille and books on computer disk which
could be quickly obtained in Braille. The teachers took care to let
the Braille transcribers know which books and materials would be
needed in September and for each subsequent month.
We acted as a teamþclassroom teacher, teacher's aide, Braille
teacher, and Iþto discuss, plan, adapt, troubleshoot, and solve
problems.
The Braille teacher previewed books for new contractions and
taught them in advance until all contractions had been taught. When
Serena did not recognize a contraction in class, the teachers
looked it up on a "cheat sheet" (Braille contraction chart) and
told her what it was. (Incidentally, with trade books, sighted
children, too, are challenged with interesting new vocabulary! A
blind student can simply participate with the others in whatever
vocabulary activities the class is doing.)
Instead of taking Serena out of class for every lesson, the
Braille teacher spent a great deal of time in the classroom,
integrating the Braille lesson with the classroom reading
activities.
Reading speed was an issue for the longer passages in chapter
books. At home we practiced speedier reading exercises and games
(see end of article). We were also advised to have Serena read
EVERY NIGHT!
We taught Serena how to skim so that she could follow along
efficiently when others were reading aloud.
The teacher occasionally sent home the book the class would be
reading next for Serena to preview. Sometimes she sent a book home
for Serena to finish reading chapters.
A print copy or photocopy of the book was sent home for all
books that Serena was reading, including student-choice and library
books. In this way, when Serena got to single-spaced, double-sided
Braille books (second grade level and up), anyone, even those not
familiar with Braille, could follow along as Serena read and
provide ordinary help when needed.
An M-Print, a modified computer printer which translates
Braille into print, was attached to the Braille writer so that
Serena's writingþdaily journals, comprehension questions, reports,
paragraphs, etc.þwas immediately accessible to her
non-Braille-reading teachers.
The school purchased a Braille Blazer (a Braille embosser from
Blazie Engineering). Attached to a regular computer, the Blazer
enabled the teachers to type in material and produce Braille
immediately, thus preserving the teachers' freedom to use newly
found materials without excluding their blind student and resulting
in access to more Braille for Serena. I am happy that my daughter
was given the opportunity to take part in the school's whole
language program and that she is progressing well in it. In
addition to reaping what seem to be the benefits of the whole
language approach, she has been allowed to experience what everyone
else is experiencing. Our conclusion is that with proper planning,
teamwork, flexibility, and careful outlay of funds, blind children
can successfully participate in a whole language reading program.
Some Activities for Speedier Reading
Have the child follow along as you read aloud and then stop
reading; child must pick up reading aloud where you dropped off.
You read aloud at a normal pace; the child skims along and
follows your reading by paying attention to the beginnings and
endings of sentences and end punctuation.
Child reads easy or familiar material and practices going fast
(encourage "lots of fingers on the Braille").
Demonstrate an appropriate reading speed by gently moving the
child's hands across the lines of Braille; have an adult blind
friend demonstrate good reading technique to your child.
Practice fast page-turning exercises and activities which can
help develop good reading habits and faster reading.
Resources for games and exercises:
Mangold Developmental Program of Tactile Perception and
Braille Letter Recognition
Exceptional Teaching Aids
20102 Woodbine Avenue
Castro Valley, California 94546
1 (800) 549-6999
Guidelines and Games for Teaching
Efficient Braille Reading
by Myrna R. Olson, Ed.D. in collaboration with Sally S.
Mangold, Ph.D.
ISBN: 0-89128-105-3
American Foundation for the Blind
15 West 16th Street
New York, New York 10011
ENCOURAGING EXPRESSIVE SPEECH
by Donna Heiner
Editor's Note: The following article is reprinted from
materials published and distributed by the Blind Children's Fund,
Inc.
Parents Ask: How Can I Encourage
Expressive Speech in My
Young Visually Handicapped Child?
Give your child words for important persons and objects in the
environment.
Children learn language which works for themþlanguage which
meets their needs. They need useful words: Mommy, Daddy, Go, Ball,
Water. When you describe objects use words that have meaning to the
child because of touch, smell, taste, and vision qualities.
Use models your child can imitate. Children learn to say what
they hear.
Other children or adults are models. Sometimes you have to
plan opportunities. If you are trying to help the child learn to
ask for a drink, stage a dramatic example. "I'm thirsty. May I have
a drink? Umm, that's good!"
Give your child reasons to use language.
Children speak to express them- selves. To encourage
expressive language make some thingsþa special toy or a
snackþavailable only when the child asks. Help the child to ask
before obtaining it.
Speak simply.
Baby-talk is for babies, but adult speech, which is often
complex, is difficult for a child to understand. Speak in short,
simple sentences that the child can begin to remember and imitate.
"This is a ball." "It's time to go."
Respond to your child's attempts to communicate.
Give your immediate full attention to your child when he or
she is trying to tell you something. Your attention encourages
early attempts at speaking. Show the same courtesy you would show
to an adult who is just learning our language. Try to understand
the child.
Expand on your child's speech.
First sentences tend to be telegraphic. The child uses only
the important words and phrases to convey an idea. "Ball." "Mine."
You can help by putting in the left-out words. "The ball is mine?"
Expect gradual progress.
Learning occurs in small steps. Competent speech requires time
to develop. A cry of discomfort becomes "Wa," "Water," "Want
water," and finally "I want a drink of water."
Provide meaningful listening experiences.
Using television or radio as a background hinders the visually
handicapped child's efforts to attach meanings to what he or she
hears. Children who spend many hours listening to the television
sometime learn to mimic the sounds they hearþthey speak, but do not
communicate.
Give your child the opportunity to ask.
Avoid anticipating the child's every need. If you think the
child is thirsty, wait before providing something to drink. Let the
child attempt to communicate. Even a gesture or sound is a
beginning.
TALK TO YOUR CHILD ABOUT
EVERYTHING AND ANYTHING!
TACTILE DRAWINGS:
A PROOFREADERS'S PERSPECTIVE
by Carolyn Miles
Editor's Note: This article is reprinted from the Fall, 1992,
issue of the NBA Bulletin, a publication of the National Braille
Association, Inc.
By way of introduction, let me say that I currently proofread
for the Division of Educational Testing all Regents and competency
exams given in Braille to elementary and secondary school students
in New York State. During the past twelve years I have had the
opportunity to read exams in a wide range of subject areas
including reading, history, English, science, mathematics, and
languages. As you might imagine, history, the sci-ences, and
mathematics exams contain the majority of the tactile graphics.
I have been blind all my life, but my exposure to drawings and
books began very early. I loved to be read to by my mother and
grandmother but also wanted to have my own books. My first books
were musical ones. They were a great invention of the early 1950's.
The books were actually cardboard boxes shaped like books. The
front cover opened to a few pages which contained the words of a
nursery rhyme or song. On the right side of the box was a crank
which operated a music box inside the back part of the book.
Unfortunately, my collection has been lost but the special memories
of playing with them still remain.
My mother and father were actually very creative about finding
interesting toys as well. I knew the shapes of some letters before
I started learning Braille at the age of four. One of my baby
rattles was shaped like the letter G. One day my father came back
from a trip, and his surprise gift for me was a clock puzzle. All
the numbers came out, and under each piece was a raised image of
the number so I could match the numbered pieces to their positions
on the clock face.
Although I could not see colors I was intensely curious about
them. The textures of clothes were a good way for me to remember
what colors would go well together. My understanding of color is
still an ongoing process. During childhood I listened to what
people said about what I was wearing or how they felt about the
colors in their surroundings. I learned that I felt happy around
certain colors and was always curious to know if they were in the
environment. My early childhood favorite color was yellow.
In addition to touching objects, my mother also gave me the
opportunity to create them with clay. That isn't so amazing but she
also gave me crayons and the challenge of working in the
two-dimensional plane. When I asked for an opinion, I did not
receive much encouragement as to how I was perceiving and
presenting my images on paper. I have vivid memories of sitting in
the feeding table which had a washable surface using crayons and
paper. These events occurred before I went to kindergarten. I even
tried drawing simple things. One day I remember drawing things that
were yellow like a stick of butter, a house shape (our house was
yellow at the time), and a knife, fork, and spoon. If I had
listened only to the feedback I was getting I would have closed the
door on drawing forever. But the next books I received kept me
engaged and still determined to keep trying.
At the age of four I received my first book of nursery rhymes
and a set of cards with different kinds of buttons and cloth
textures. These items and my kindergarten workbook were made by a
friend of the family named Mrs. House. Later in cooperation with
someone who knew Braille she illustrated "`Twas the Night Before
Christmas." These handmade books were very special to me. The
kindergarten book was all pictures, and some of them were quite
complex. She did not have any of the tracing wheels of today.
Instead, she used whatever materials she could find that would best
represent the two-dimensional line drawings.
My kindergarten teacher was amazing. Many of her plans were
intentional, but some things she did spontaneously were quite
clever. My nursery school and kindergarten classes were held in a
two-room schoolhouse. We sat at group tables. There were square,
round, and rectangular tables. Each table had an animal planter in
the middle. I remember a bird, a donkey, a monkey, a giraffe, and
a dog. She changed the tables and planters around during the year
so we could sit in different places which offered a unique
opportunity to learn about the internal environment and its
relation to the external environment.
In addition to the crayons and clay, finger-paints and a whole
new collection of objects were added to my world. Mowers, plants,
and animals also delighted me, and I was given many opportunities
to enjoy nature.
Although public school had its challenges, I would not have
missed it for anything. I know there are many who do not feel this
way, but I thrived on the interaction with others who could see the
world around them. That led to some pretty frustrating attempts to
do what the others did, but there were also times of great pleasure
in sharing what we were learning.
The first grade-school texts I had were reading and math
workbooks and these workbooks contained some line drawings. I
particularly remember drawings of clocks in the math workbooks.
Exposure to drawings during the rest of my elementary school
years was fairly limited since I usually had very few of my
textbooks in Braille. My attempts to draw or paint were limited to
the required art class which provided little glimpses of
possibility but no real outlets for creativity.
In junior high and high school many of my books were on tape.
I studied earth science in eighth grade without a Braille text or
tapes. My mother read the textbook as we went along in class. By
that time I had developed my ability to visualize, and when I had
to rely on someone else's description of weather patterns and rock
layers it was quite a challenge to create them internally so that
I could participate in class and pass the exams. I was fortunate
that the person giving the exams was gifted at describing diagrams
in such a way that I could assemble them internally and then work
out the answer to the question. During that time I acquired a
compass, a protractor, tracing wheels, a raised line drawing kit,
a dot inverter, and a rubber mat. At long last, I could bisect
lines and angles, draw shapes accurately (including circles), and
create graphs with the best of them. My math teacher helped me by
making a tracing wheel with some of the points taken out so I could
make dashed lines. I will never forget the eight-page graph of P-
and S-waves I made for earth science class. The pages had to be
taped together and the lines had to match up. Thank goodness time
was not of the essence and such projects were few and far between.
My favorite subject besides language in high school was
geometry. I loved to explore the relationships among shapes, lines,
and points.
Much of this background provided experience which allows me to
read most diagrams easily.
When proofreading exams I try to look at diagrams as if
someone were looking at the material for the first time. I have
often wondered if others understand the diagrams we include in the
exams. In order to achieve clarity some details must be left out.
At other times detail in the form of texture must be added in order
to create a form in two dimensions that conveys three-dimensional
elements. For the sighted and blind person alike, the imagination
must take over where the diagram leaves off. Those who lose their
sight later in life can probably relate to a line drawing without
texture more easily than someone who has never seen the printed
page. However, there are ways of getting around this problem.
Texture greatly enhances our chances of understanding a diagram no
matter whether we have had an opportunity to use our eyes or not.
For me, there are drawings that go far beyond reproduction. These
noteworthy tactile images slide rather unobtrusively into the
category of works of art.
Three-dimensional drawings and representations of layers are
perhaps the most challenging for those who must render them in
tactile form. When I look at a three-dimensional representation of
a block sometimes it is hard to tell whether it is a rectangle or
a cube. How is that block oriented in relation to the page? Once I
can take that solid object into my mind, I can orient it any way I
wish and forget about the diagram.
When I look at a diagram of the heart on a biology exam I must
make sure that the layered effect of ventricles, oracles, veins,
and arteries is clear enough for the student to answer the
questions. Each year the diagrams look a little different depending
on who has made the original drawing and what structures are being
identified by the student.
There are times when a diagram is not practical to reproduce.
Cartoons on history exams, for example, are described rather than
drawn. Although the descriptions are excellent and the words will
permit the student to answer the question, much of the humor is
lost by using only words.
Because we include tactile graphics in our exams, it is very
important that students have access to diagrams in their textbooks
throughout the school years. The greater the variety in the tactile
experience the greater will be the opportunity to assimilate new
presentations of tactile information.
Bravo to all of you who include drawings in your
transcriptions! Your work is very much needed and appreciated.
TEACHING SHEELA
by Tom and Sherry Bushnell
Editor's Note: Tom and Sherry Bushnell are editor's of the
NATional cHallenged Homeschoolers Associated Network (NATHHAN)
quarterly publication, NATHHAN NEWS. A description of NATHHAN and
its goals is given at the end of the article under the resource
list provided by Tom and Sherry.
Carefree and bright was an apt description of Sheela's face
this Sunday morning in the car. The window was open and she was
lifting her face and hands to "catch the wind" as it blew into her
face as we drove down the road. I was struck with the difference
four years had made on her little life. In my wildest dreams I had
never imagined life with Sheela would be so sweet, so fun, so full
of life!
Sheela was born with anophthalmia and is blind. She was born
in Madras, India, and she came home when she was 21 months old. She
had kirwashkior (protein deficiency), autistic tendencies, and was
basically unresponsive to stimuli. She had no reason to lift her
head and her favorite way of sitting was close to the ground in a
fetal position. She was not what we had expected. We had hoped for
a sweet, charming little girl desperately wanting a mommy. Instead
we got an angry little imp with feeding problems, full of
hateþespecially for her new momþand seemingly void of any wish to
be loved!
The first two years were very difficult. She manipulated us.
She pitted mom against dad. She reached out to strangers for
affection and bit and scratched us. Slowly, through consistent love
and discipline Sheela found security and a family who would always
love her, no matter how unlovely she behaved. We are not saying
Sheela is now perfect, but she is very normal!
When Sheela was three-and-a-half, we looked for services
through the public school system. We had an initial interview with
the teachers, therapists, and other professionals. They felt they
could offer Sheela a great program. But it was not what I had
imagined for her. We had worked hard to help Sheela be a normal
little girl. They did not understand. What we felt Sheela was
capable of, and what they were prepared to give her, were very far
apart. We wanted to start pre-Braille immediately; they didn't
start this until age eight. We wanted cane travel immediately; they
wouldn't start till age ten. And we wanted a regular preschool
environment. We treat Sheela like a normal little girl (who happens
to be blind), and we expect everyone else to do this too!
We decided to homeschool Sheela after talking with other
parents who were home-educating their special needs children.
Sheela is now five-and-a-half years old. To give you an idea of how
home schooling is going for us, here is a glimpse into our family
journal.
SEPTEMBER, 1993: Sheela and I made bread this morning. I tried
hard to understand her excited chattering. What I got was "Mommy,
make bread from flowers from the garbage!" "What?!" As we worked
together I finally pieced together what she was saying. Flowers was
flour that we keep in a large plastic bin, similar in size and
shape to the garbage can! I was so excited to be able to
communicate with her, to finally reason and question her.
Understanding each other's thoughts is such a thrill! Sheela made
her little loaf and placed it next to mine. She was covered head to
toe with flowers and had a big smile on her face.
OCTOBER, 1993: After a brisk jump on the trampoline, Sheela
came in to play the piano. The rain had chased her inside, and she
was grumpy. She pounded out a few tunes, none of which I
recognized. "Play something nice on the piano, Sheela," I called
from the office. She got down from the piano instead. She sat in
the window seat, face pressed to the cool glass listening to the
rain come down. "Sheela has to go potty," I heard her say. "Well
get down and go!" I urged her. She remained seated. "Go potty,
Sheela!" (This time it's a command.) She ambled toward the
bathroom, trailing the counter and headed toward the toilet. We had
been working on potty training for two years. She was doing great,
with occasional lapses and still in diapers at night. It irritated
me that she would resist her urge and take the chance that she
would have an accident. I think her moodiness may have to do with
her new sister's arrival. Sherlynn came home from Pune, India, and
suddenly Sheela was dethroned. Now she is just one of the girls
instead of the princess, loved and admired by her doting brothers.
NOVEMBER, 1993: We started the Readiness to Read Program. Our
first step has been symbol recognition, which she seems to learn
readily. Circles, squares, and triangles made of cardboard are easy
for her to sort and stack. Tracking and using push pins in her
corkboard seem to be a little harder. Her finger strength is weak.
To help overcome that, I am giving her peanuts in the shell to open
and eat. She likes that! We are working on pouring beans. I use a
cookie sheet and some of the bowls and measuring scoops she uses in
the kitchen. We advanced from dried beans to popcorn then to rice.
Now she is pouring water with little spilling!
DECEMBER, 1993: This is the month of wonderful smells. I was
inspired one afternoon to see just how many smells Sheela really
knew by heart. I was amazed. We spent the rest of the afternoon
till dinner opening spice jars and talking about sweet, spicy,
pungent, and yummy scents. She now knows all of the cooking spices
by heart. Later that week we moved on to cleaners, soaps, and other
food items. Closing our eyes and sniffing the air we can all
identify smells we probably would never have noticed if Sheela
hadn't come into our world.
JANUARY, 1994: Sheela's not fond of snow. She thought it
sounded so fun. All the other children were wildly excited today as
we watched the huge flakes drift down. Sheela came in from outside
with tears in her eyes. "Sheela likes the snows," she sobbed, "but
it's too cold!" I felt for her in her disappointment. I guess most
of snow's excitement is visual. No sound appeal, no fun texture,
just cold. Her mittened hand was curled around her cane, frozen
with the wet snow in globs. Cane travel in snow isn't easy. The
cane keeps getting stuck in the drifts. It makes a funny "smuntch"
sound when it hits the covered ground, and it gets in the way when
snow men are being built.
FEBRUARY, 1994: Sheela's finger strength is visibly better.
She can find the beginning of the line, push a pin in, track to the
end and place another pin. This is progress. She can sing the ABC's
with relish and spell words, but I'm afraid she is just copying the
older boys. Some day soon she'll understand. Her personal pronouns
are still mixed up. She refers to herself as "Sheela" and doesn't
use I or me unless prompted to. This is difficult to explain to
her. It even sounds confusing when I try to tell her the right way
to say things. When shopping we are insisting Sheela use her cane
and follow us. No more hanging onto the cart. She was hesitant at
first, but with all the ruckus we make as a family going down the
aisle, she can't help finding us. Her trouble starts when something
interests her and she gets sidetrackedþthose oranges sure smell
good; mmmmþthe self-serve coffee bean section. I'll have to admit,
the smell of fresh-ground coffee beans is delicious.
MARCH, 1994: After much astonishment, I came to the
realization that Sheela is capable of doing the dishes and putting
away her clothes. Josh, her older brother, was employing her
services one evening as he had dish duty. She rinsed the dishes for
him, only putting a few of the dishes right-side-up full of water.
After a little more one-on-one she had the hang of it. She likes to
wear my rubber gloves because there are "ickies" in the wash water.
I can sympathize! Learning to put her clothes away was a little
more complicated. Daddy finally found a system. We put her clothes
on the bottom stair and she sorts and puts them away in the right
drawer. At first she stuffed the clothes all in one drawer. It took
three weeks of coaching before it finally dawned on her that each
thing had a special place in the dresser. The socks, shoes, and
tights in the top drawer; pants, shirts, and sweaters in another;
and pajamas in the last. Now she does it right every time. She is
now potty-trained day and night!
JUNE, 1994: Our home school vacation/extended field-trip to
the ocean was a blast. The weather was cool and misty. We played in
the sand with toys and listened to the waves roar. What I think
Sheela liked best was the fact that she could run and run without
bumping into anything. She would start at a slow tentative jog then
speed up. With a giant grin on her face she would run into the
salty spray, twirl in circles, laugh, and finally land in an
out-of-breath heap at our feet. "Sheela's running, Mom!" It was so
important to her. I had no idea she even wanted to.
JULY, 1994: Sheela's used Perkins Brailler arrived. She spent
several days making different combinations of bumps and lines to
feel. She can read A, B, and C so far. At last I really think it is
dawning on her that the song ABCD is more that just a funny rhyme.
Sheela's social skills are improving. She can now answer questions
such as "How old are you?," "What is your name?," and "What did you
have for dinner?" No longer does she jump up in strangers' laps and
be too familiar. She has acquired a sense of self-worth and love
for her family.
These are some resources that we are using for teaching Sheela
at home:
1. Are You Blind?, by Lili Nielsen. Blind Children's Fund,
Sherry Raynor, 2875 Northwind Drive, Suite 211, East Lansing,
Michigan 48823. (517) 333-1725.
2. Handbook for Itinerant and Resource Teachers of Blind and
Visually Impaired Students, by Doris M. Willoughby and Sharon L.M.
Duffy. National Federation of the Blind, Materials Center, 1800
Johnson Street, Baltimore, Maryland 21230. (410) 659-9314. (Call
after 12:30 p.m.)
3. Mangold Basic Reading Readiness Program, by Sally Mangold.
Exceptional Teaching Aids, 20102 Woodbine Avenue, Castro Valley,
California 94546. 1 (800) 549-6999.
4. I Can Read Readiness Course. Eyes of Faith Ministries, P.O.
Box 940106, Plano, Texas 75094-0106.
5. Straight Talk. A Parents' Guide to Childhood
Mispronunciations, by Marisa Lapish. 5301 West Loveland Road,
Madison, Ohio 44057. (216) 298-1336.
6. A multitude of household objects; a trampoline, a piano,
and lots of animals.
7. NATHHAN. NATional cHallenged Homeschoolers Associated
Network. A Christian, non-profit organization for families
home-educating their special needs children. Among the 2,000
families in the organization there are several hundred families
teaching their blind or visually impaired child at home who are
eager to share resources and encouragement with others doing
likewise. NATHHAN, 5383 Alpine Road S.E., Olalla, Washington 98359.
(206) 857-4257.
I DON'T KNOW, ASK JEFF!
by Tom Balek
Jeff got off the bus, cane travelled down the road to the
house, munched his after-school cookies, and then sat down at the
computer to do his homework. He reviewed his Brailled Weekly
Reader, typed the study guide questions and answers using
WordPerfect, spell-checked his work for accuracy, and then came to
the bonus question: "Which president of the United States was the
oldest at his inauguration?"
Hey, no problem. Jeff typed STW to load his CD-ROM
encyclopedia. In the first search field he entered president and in
the second he typed oldest. An article about Ronald Reagan appeared
on the screen and the cursor located the sentence which explained
that Reagan was the oldest president elected to office. Jeff turned
on his printers and produced a copy of his work in Braille and
another in print for his teacher. Homework done, it's time to go
shoot some hoops before dinner.
Even though I spend most of my working day on a computer, I am
still frequently astonished at the knowledge and power at our
fingertips. Jeff, my son, is a fifth grader at our local elementary
school and is one of only two totally blind students in our county
of 250,000. Before we installed a $159 CD-ROM drive in his
speech-equipped computer, his encyclopedia was a suitcase full of
audio tapes, produced in 1959, indexed by a series of Brailled
books which would fill a small truck. Now, for fun, he listens to
Neil Armstrong describing one "small step for man" as he walked on
the moon, or with just a few keystrokes learns that Muhammad Ali
was first known as Cassius Clay. He recognizes birds in our back
woods by their songs which he has heard on his computer. When his
class studied a section on the Revolutionary War, he recited a
speech by George Washington, verbatimþhe had heard it on CD-ROM.
His sister watches the first flight of the Wright brothers at Kitty
Hawk and searches Time magazine articles on CD-ROM for her high
school term papers.
The information age is here! Rapid access to incredible
amounts of information is now afford-able, fun, and relatively
easy; and it holds incredible promise for blind students. I urge
parents of blind children (or any children for that matter!) to
have a home computer available for their student's use. A student
who grows up without a firm foundation of computer skills is at an
educational and vocational disadvantage.
Jeff uses a speech-equipped laptop computer at school which he
will carry between classes when he reaches middle school. His
regular classroom teacher, who does not know Braille, frequently
uses the laptop to generate notes, instructions, support material,
or tests in Braille. At home, Jeff uses an IBM-compatible 386
computer with a speech card and text-to-speech software installed.
Two printers, one for Braille and another for text, are connected
to the computer through an A/B switch. Jeff also uses a
ram-resident Braille translation program which can be turned on or
off by a keystroke at any time. I occasionally scan articles of
interest with an inexpensive hand scanner and the text can be
printed in Braille or read on-screen. And the CD-ROM drive was a
tremendous addition to Jeff's system. With prudent shopping a
system like this costs less than $4,000 and can be done for much
less by cutting some corners.
As wonderful as they are, computers are not a replacement for
Braille. Braille is the communication medium for the blind, and the
computer is a tool. But what a magnificent tool it is!
SCHOOL USES TECHNOLOGY TO MAINSTREAM BLIND STUDENTS
Editor's Note: This is reprinted from the Summer, 1992, issue
of Counterpoint, a publication of the National Association of State
Directors of Special Education, NASDSE.
A little technology can go a long way. At least, that's the
lesson that can be drawn from the Macomb (Michigan) Intermediate
School district, where a modest inventory of computers, printers,
and other technologies has helped blind and visually impaired
students to be mainstreamed to the regular classroom.
"Our goal is to keep students as closely integrated into the
regular education system as we can," says D. Ralph Pritchard,
curriculum resource consultant for the Macomb district, a service
agency that provides special education and support services to 21
local school systems outside Detroit. "Technology gives students a
tool to use in overcoming barriers to education."
The introduction of technology for student use has been
modestþand selective, Pritchard says. For example, the district's
three blind students have been issued with laptop-sized, electronic
notetaking devices that allow them to take notes in Braille. After
class, students can connect these miniature computers to a printer
that will print out their notes in Braille for their own use or in
regular type for use by their teachers.
Teachers take advantage of three Braille work stations
distributed across the school system. The work stations are
equipped with computers, Braille printers, and other specialized
equipment, and they are used by teachers to convert tests and
lesson work sheets into Braille for blind students. Teachers also
can take students' Braille-written reports or tests and translate
them back into regular type. The work stations also can print out
material in large print for students who are visually impaired.
According to Jim Carrick, a teacher consultant for the school
system, these work stations are invaluable because of the time
savings they allow. New software, for example, allows computers to
translate Braille to regular print and back again quickly and
accurately.
Technology has been especially useful in helping blind and
visually impaired students participate in regular computer classes,
Pritchard says. One device that helps blind students is a
voicebox-and-software package that reads aloud the words displayed
on a computer screen. Also useful is software that will display
large print on the computer screen for visually impaired students.
"With this technology, the classroom teacher can teach the
class, and the blind and visually impaired students can stay up
with the other students," Pritchard says. All in all, this
technology, which first was introduced to the schools in 1987, has
helped the school system reach its educational goal, Pritchard
says. "We've got our [blind and visually impaired] students
integrated into regular classrooms."
SERENA'S BASEBALL CHRONICLES
From the Editor: At a local parents' seminar this past year a
parent made the comment that her son had a hard time making sighted
friends. All the other kids wanted to do, she said, was play sports
or watch sportsþespecially baseball. After a few questions it
became clear that both the mother and the son assumed that, because
of his blindness, he simply would not be able to enjoy most
sportsþeven as a spectator. Such is not the case, and I believe
this mother left the seminar with a new understanding of the
capabilities of the blind.
Many blind adults and children are avid sports fans and
faithfully attend the games of their favorite sports team. Some
blind people compete in sportsþsometimes with adaptations,
sometimes withoutþothers work out at the spa or Y, swim at the
local community pool, go up to the mountains to ski on the
weekends, sail, canoe, or just fool around with the guys shooting
hoops. The enjoyment of sports by a blind child or adult should be
based on personal preference and abilitiesþnot stereotyped notions
about blindness.
But a blind child cannot develop a personal preference about
sports if he or she has never had the opportunity to learn about
them in a meaningful way. In the elementary grades the emphasis
should be on learning the game, developing physical skills,
understanding the value of teamwork, and having funþnot on
competition. As the child gets older he or she may develop an
interest in a particular sport or sports and join a competitive
team either through school or through a community recreation
program. Then again, he or she may decide to have nothing to do
with sports, or may choose to be a spectator only. Either way, the
decision must be grounded in meaningful personal experiences or it
does not reflect a true choice.
All of which brings us to "Serena's Baseball Chronicles." The
name Serena may sound familiar if you read the article, "Making
Whole Language Work," by her mother, Carol Castellano, on page 22
of this issue. Serena, it seems, has other interests besides
reading and writing. Here is a note which Carol sent along with
some material about, and from, Serena's Baseball Chronicles:
Dear Barbara,
Enclosed are some items I thought you
might find interesting. Serena has become a
real sports fan over the past year and a half
and has had some interesting sports
experiences. In the spring of her second
grade year (1993), she kept a journal of
different aspects of baseball, called "The
Baseball Chronicles." "Adaptations for
Integrating a Blind Kid into Little League" is
from that journal. This past spring, Serena
joined Madison Little League and had a great
season on the T-ball team (see team photo).
The third item is the result of a wonderful
day spent with blind sports announcer Don
Wardlow. The page from Baseball Weekly tells
the story. Hope you can use some of this!
BLIND FAN GETS ON-AIR TRAINING
by Lisa Winston
USA Today Baseball Weekly
August 10-16, 1994
Serena Cucco, 10, of Madison, N.J., spent July 8 learning
about baseball broadcasting firsthand. Blind since birth, she's a
self-sufficient kidþsmart, confident, and sassy. She plays T-ball
in Little League and is a sports nut, especially if it's a New York
team.
She and her mom, Carol Castellano, traveled to Trenton to
interview players and work alongside announcer Don Wardlow, who is
also blind.
The players could not have been sweeter. New Britain Red Sox
infielder John Malzone made a fan for life when he gave her nearly
every piece of his equipment.
Serena's The Baseball Chronicles is a collection of her poems
and essays on the teams she followed in 1993: the Mets, Yankees,
and her parents' softball team, as well as general baseball themes.
Here's one poem, "Daddy's Playing Baseball:"
On the bleachers we are sitting
Waiting for Daddy to be batting,
A hit Daddy is getting,
Around the bases he is running,
With my hands I am clapping,
Daddy's playing baseball,
Summer is beginning.
[Serena's Interviews:]
Patrick Lennon, DF, New Britain Red Sox:
Who was your favorite team growing up?
"I really didn't have a favorite team, but my father was a big
Yankees fan so I had to watch them all the time."
What did you do for fun growing up?
"For fun (in Wytheville, N.C.), I drove tractors. I had the
best of both worldsþmy mom lived in town where I could play
baseball and stickball, and my dad was on the farm where I could
play with the animals."
What's the least fun part of baseball?
"The road trips in the minor leagues, riding on the buses for
eight or nine hours at a time. When you get older, it cramps your
back and legs a little."
Tony Clark, 1B, Trenton Thunder
What age were you when you wanted to be a pro baseball player?
"Well, actually, I was kind of hard-headed, and I couldn't
decide what I wanted to do because I played basketball and
baseball. So I didn't make up my mind until last year."
What is fun about baseball?
"That we can actually come out here every day and make a
living playing. You can't beat it."
Is there anything that isn't fun about baseball?
"When you come out and you're feeling sore and things aren't
going well, and you've gotta come out here and play anyway. You
can't call in sick."
Players Hand Over Their Observations and Their Gloves
by Serena Cucco
Can you imagine going into the actual dugout, sitting on the
bench, and talking to real professional baseball players?
It all began when our sportswriter friend, Lisa Winston, found
out I wanted to be a radio sportscaster when I grew up. Lisa
contacted sports announcer Don Wardlow of the New Britain Red Sox
and arranged for me to follow Don around to see how a color
commentator prepares for a game. It just happens that Don Wardlow
is blind, and so am I!
On July 8, we went to the team hotel (in Trenton, N.J.) to
meet Don, his partner Jim Lucas, and Gizmo, the Wonder Dog, who is
Don's guide dog.
Jim recorded the stats on tape, and then Don listened to the
tape and Brailled the stats he wanted on his Braille writer. Don
let me listen to the tape along with him through earphones. We felt
pleased that we could both read Braille.
Soon it was time to go to the ballpark. Jim and Don packed all
their things in what they called "the world's heaviest bag."
When we arrived at Mercer County Waterfront Park, we went to
the press booth. Don figured out the batting averages with his
talking calculator and wrote them on his Braille writer.
I thought of the questions I would ask the players I was going
to interview, and Don Brailled them out for me.
When we arrived in the Red Sox dugout, I talked to John
Malzone, a player who had just gone on the DL. John put his own hat
right on my head, tossed his batting gloves into my lap, and showed
me his batting helmet, fielding glove, and bat. It was exciting!
Then I interviewed Patrick Lennon, the center fielder for the
Red Sox, and Tony Clark, the Thunder's first baseman.
Don and Jim played the interviews on the pregame show. I
listened to the whole game on giant earphones so I could hear them
announcing.
During the game, Patrick Lennon hit a home run! The final
score was 6-1, Trenton.
(This is what was published in the USA Today Baseball Weekly. The
following item is from Serena's Baseball Chronicles.)
ADAPTATIONS FOR INTEGRATING ABLIND KID INTO LITTLE LEAGUE
by Serena Cucco
1. Use a tee. You have to use a tee for a blind kid cause a
blind kid can't see a pitched ball coming.
2. Taking the field with a helper. The coach can stand behind
the blind kid and position him or her to make the catch.
3. Run the bases with a coach. You have to run with a coach
because in a real game of baseball, the first baseman is trying to
catch the ball and tag the batter out, and the blind kid can't see
the ball or the person coming.
4. You have to have a flexible coach who is willing to make
these adaptations.
DOES YOUR HORSE HAVE A BROKEN LEG?
by Allan D. Nichols
Does your horse have a broken leg? Should you shoot it and put
the poor thing out of its misery? Not necessarily, if you happen to
have a one-legged horse like mine.
When I was about three years old, I used to have a wooden
stick horse painted in bright colors with a soft vinyl head. My
friends and I used to play cowboys and indians with our stick
horses. Using our imaginations, we soon turned those stick horses
into imaginary charging palominos or fast pinto ponies. Those
innocent days are long gone, but the memories still live on.
Fifteen years ago I lost my eyesight from a long-term diabetic
condition. Back in those days, I think there were many blind people
who were embarrassed to use a cane. My first experience with a cane
was when I received one at the Alan H. Stuart Camp for the Blind
and Visually Handicapped on Casper Mountain, Wyoming. A cane hardly
seemed like a tool of independence then. Some of us there even
pretended that they were an adult counterpart to the old stick
horses that we used to play with as kids. Later, when I learned the
true value of the long white cane, I still liked to think of it as
being a sort of horse. As a child I would watch, on television and
in the movies, the Lone Ranger riding off into the distance on his
dazzling white horse, Silver. Therefore, I named my long white
cane, Silver. To be sure, I began to trust my one-legged horse
almost as much as the Lone Ranger trusted Silver. My cane enabled
me to go many places where I could not have gone otherwise.
Learning how to use Silver gave me a lot of independence and
confidence, especially after I learned how to use him properly
while taking training at the Colorado Center for the Blind in
Denver. Silver became my indispensable partner as I traveled all
over the streets around the Center, on Denver's RTD buses, in the
busy downtown intersections, and even out in the country. I took
him rock climbing (though I left him tied at the base of the slope
before I began my ascent).
Old Silver was smart. He told me a lot of things that I needed
to know, such as if there was a drop-off ahead, or maybe a pole or
tree in my path, ready to jump out and bite me in the leg. Silver
could even detect subtle changes in pavement, and whether there
were puddles of mud or water directly ahead. He never whinnied, yet
he always passed the right information to me through his light,
sensitive fiberglass leg. Once in a while I would have to re-shoe
him when his metal tip wore out.
However, like some poor unfortunate horses, Silver eventually
broke his leg. One day, I was walking next to another student at
the Center when she accidentaly stepped on good old Silver.
Stoically, he did not cry out in pain, though I distinctly heard
him crack and felt a sickening shudder. His leg was broken about a
foot from the tip, making him nearly useless. I felt heartbroken,
but more than that, I really needed him then. I had been crossing
a busy intersection when the break occurred. I did the only
sensible thing I could do. I grabbed the two pieces of his broken
leg and limped his handled portion back to the Center. Fortunately,
we were only about three-quarters of a block away. Then, I put
Silver out of his misery. I pulled off his partially used tip and
promptly buried the rest of him in the dumpster. Then, I pulled a
brand new horse from the rack, a horse I promptly dubbed Silver the
Second. Then, without a word, we both were off.
It was easy. Silver the Second was just as smart as my
original horse. He was smooth, shiny, and newþthough a bit taller
than my original horse. Old Silver stood 57 inches high, while
Silver the Second stood at a lofty 61 inches. The extra length gave
me just a bit more warning about any potential hazards that I might
encounter. I took to my new horse like a duck to water. Silver the
Second took me to the same places that Old Silver and I used to go,
and even some new ones. We both attended the National Federation of
the Blind Convention held in Denver, Colorado, back in 1989. Silver
the Second would lie quietly beneath or just in front of my chair,
while I listened to the speeches and other presentations at the
Radisson Hotel complex.
My horse and I went all over the place. It was so crowded that
I sometimes found him bumping into other white horses. Even so, we
never had any accidents like the earlier one, which had done in Old
Silver. Then one night it happened. About four or five days after
the convention had begun, Silver the Second and I were traveling
down the Sixteenth Street Mall. Beside me were a couple of my
friends walking with their own one-legged horses. Silver the Second
wasn't paying much attention (nor was I) when we both got a real
jolt. I extended him out into the street a bit too far and Silver
got stepped on by a real horse. It was one of those four-legged
horses that pulled a carriage up and down the mall during the
evening. It traveled between the mall's several hotels and eating
establishments. The carriage horse didn't stop or even care about
his suffering one-legged cousin. Silver the Second had a cracked
leg, though it was not broken clear through. Even so, he would have
to be put out to pasture or shot, I wasn't exactly sure. The next
day, I limped Silver the Second around so he wouldn't break his leg
any further. Finally, however, I had to purchase Silver the Third.
Again, my new horse responded as brilliantly as the other two.
I was delighted at his performance as he took over for his fallen
predecessors.
Over the next four years following my graduation from the
Colorado Center for the Blind, I have had several more Silvers. (I
think that I am up to about seven or eight by now.) Each, in his
own turn, has had his leg broken. However, on about number five or
six, I got an idea about how to mend a broken down one-legged
horse. One day, after I slammed my cane in the car door, I got an
idea. Putting the two broken parts of the cane on my shop bench, I
considered how I might do a reasonable repair job.
Here's what I discovered that works the best for me. First, I
located a two-inch-long finishing nail and a roll of duct tape.
Then, I wrapped the tape around the nail until it was slightly
smaller in diameter than the outside of the cane. I then twisted
the tape-covered nail into the hollow end of one piece. Next, I
forced the remaining taped nail into the remaining piece. During
this process I had to take bits of tape off the nail, or put just
a little bit more on. I tried to make this inside shim fit as
tightly as possible, so that the two pieces would not slip apart
easily. Then, I wrapped the outside seam with a couple more layers
of tape to secure the mend. My horse's broken leg was fixed, at
least until I could manage to purchase a new one.
(Obtaining a new one over the phone takes me about a week, if
I buy it from the NFB Center in Baltimore.)
Using a horse with a mended leg isn't quite as easy as one
that is new. When I swing my mended cane its weight is slightly
greater than it was before. Nevertheless, I have a usable horse
until the new one arrives. I even keep one of my old mended horses
around in case another of my new ones suddenly has to be "put to
sleep."
If I'm not around home where I can easily get to a nail and a
roll of duct tape, I can make myself an emergency repair kit ahead
of time. This simple kit may be carried in a pocket or purse. To
make one, simply get yourself a finishing nail and wrap it with
enough tape to make it as thick as your cane. If a break does
occur, you simply pull out your trusty repair kit and go to work.
With the cane in two pieces, begin by removing about two inches of
the tape from the nail. Remove as much as will be necessary to
force the remainder into the hollow portion of your cane. Then, you
simply take the remaining two inches of duct tape and wrap it
around the broken seam. You may not have a beautiful-looking horse
any longer, but it will get the job done. Most importantly, you
won't be stranded out in the middle of nowhere with a dead horse.
WHO'S A LUCKY DOG?
by Mark Noble
Editor's Note: Mark Noble gave the following presentation to
a parents' seminar sponsored by the National Federation of the
Blind of Washington and the Parents of Blind Children Division of
the NFB of Washington this past spring. Mark is an attorney and a
long-time member and leader in the National Federation of the
Blind.
One of the most oft-used expressions when I was a kid was to
call someone a lucky dog. To be accorded the title lucky dog meant
that something neat had happened to youþlike being assigned a
favorite homeroom teacher, or winning a bet, or getting picked to
be on the best sports team. I was called a lucky dog when I was the
first person in my school to get Super Skates.
How is a l960's clich germane to us here this morning? Or, in
other words, are the people on this panel lucky dogs? Am I a lucky
dog? Using Las Vegas standards, we are. The odds against a blind
person's being competitively employed are approximately twenty-five
to one. Yet, here we are defying the odds. Is it good luck or good
parenting that spawned our success? Certainly luck is partly
responsible. One can reasonably argue that it was good fortune, or
a good God, or destiny that linked us with the parents we have.
If the odds were twenty-five to one for everyone, bookies
would have had a field day with me! We were what sociologists now
euphemistically refer to as "the working poor." My parents had
extremely low-paying jobs and five children to care for. My older
brother, Jim, had polio and was in speech therapy for several
years. (By the way, he became a track star in high school and still
runs nine miles a day.) We had medical bills that would make l990's
parents sick with worry. Meat was a Sabbath day luxury. We always
had a back yard garden. It is amazing what one can do with
potatoes, beans, and rice. Welfare was never considered. My mom,
because of the depression, never finished high school. The G.E.D.
was the route my dad took. We overcame the odds because of my
parents' faith in God, in me, and in our family's love. My parents
were, by necessity, creative problem-solvers. As the fifties turned
into the sixties, things improved some; but the hard-won lessons of
tough times took.
Because my mom didn't feel comfortable reading aloud, my four
brothers and sisters (all older) could avoid certain chores if they
were reading to me. Consequently, by the time I was in the eighth
grade I had read A Tale Of Two Cities, One Flew Over The Cuckoo's
Nest, the Autobiography Of Malcolm X, and so forthþall books I
later read in college. As my parents saw it, the choice was clear:
either I would be educated or I would disgrace the family by
begging in the streets.
My dad, a man of few words, was mechanically inclined. He
taught me to tell time by taking the cover off an old clock he had
found and placing pegs to show the differing time configurations.
It seemed like whenever it was the most inconvenient, he would
interrupt my activity, order me to go look and see what time it
was, and tell him when it was time for the baseball game to be on.
He would plan vacations so that he could stop places where he
could teach me things. On our way through the Midwest we stopped in
Kansas so I could understand how wheat grew. On our way to
Tennessee we stopped in Arkansas so I could feel what cotton was
like before it had been picked.
I mentioned chores earlier. Don't think for one minute that my
blindness precluded me from doing my share of the chores. Although,
like any kid, I probably tried to use itþor anything elseþto escape
my responsibilities. My job was washing, draining, drying, and
putting away the dishes. I'm surprised I still don't have dishpan
hands. As older siblings moved out, I was also compelled to scrub
the bathroom floor, the bathroom sink, the tub, and of course the
toilet. When the younger of my two sisters moved out I inherited
mopping and scrubbing the floors. You can bet I had more than one
reason to cry at her wedding. Like most kids, I played hard, ran,
fought, climbed trees, got into trouble, exchanged grief with my
sisters, and lived.
When I was six years old, my parents sent me to the Texas
School for the Blind. I remember that day better than yesterday. I
couldn't understand why my mother cried so easily during that
weekend before we left on what was, for me, an exciting trip that
my dad had told me I would love. It is surprising that I wasn't
suspicious when my older brothers insisted I go and have ice cream
with them. That Sunday, we all piled in the car and left for
Austin. Many years later, my mom told me that everyone cried the
whole way home. It was not until that night that I realized that I
would have to stay here and not go back home with my family. The
school insisted that my parents stay away for at least one weekend.
I will never forget the Friday my dad appeared, as if by magic,
with one of his comedy bits. I had thought I would never see him
again. I jumped up, and he tossed me in the air as always.
As a teen, I wanted so badly to be just one of the guys. Being
cool surpassed everything in importance. It was only by luck and
intervention of some good adults that I was not sent to "juvi." I
went to public school my junior year.
Our family in no way resembled the Waltons. Like all real
families, we were far from perfect. Like all parents, mine made
mistakes. Like all families, we inevitably hurt each other
sometimes.
It is hard for me, even at thirty-nine, to dispassionately
tell you about my childhood. When I was nineteen my mom was killed
in a car crash. She never got to see me graduate and get my
master's degree. Cancer took my dad not long after that. There is
not a day that goes by that I don't ache to see them again. Nor is
there a day that I don't thank God for the love and ego strength
they willed to me.
Upon reflection, I am a lucky dog, and I join with my
colleagues to share with you the good fortune that springs from
parents who believe in us. Like all of us in the National
Federation of the Blind, I stand ready to help youþthe parents of
today's generation of blind childrenþin whatever way I can.
YOUR ID, PLEASE
by Judy Sanders
From the Editor: Although blindness itself is not a barrier to
full and equal participation in our society, it does imposeþas will
any physical characteristicþa few limitations. Perhaps the most
notable limitationþas any blind teen-ager about to turn sixteen
will tell youþis the inability to safely drive a car. However, the
motivated blind traveler quickly discovers that there are many
alternative methods for getting from point A to point B. Public
transportation, taxis, limo service, trains, planes, buses, and
paid or volunteer drivers allow blind persons to travel as widely
and as extensively as their sighted peers. By and large the
inability to drive becomes no more than an inconvenience.
Sometimes the greater nuisance is not the inability to drive,
but the lack of a driver's license to use as identification. And
sometimes this cross-es the boundary of nuisance and becomes an
issue of discrimination and access. Here is an account from the
April-June, 1993, issue of the Minnesota Bulletin, a publication of
the National Federation of the Blind of Minnesota, of just such a
situation and what one woman and the NFB of Minnesota did about it.
She came from Wisconsin for some Minnesota hospitality. She
found the atmosphere unwelcome to a young, blind customer from out
of state.
Janell was a student at the University of Wisconsin, Stout.
She and her friends decided to experience the joys of the nightlife
at the Mall of America. Their youthful appearance required that
they show identification. All ID's were accepted, except Janell's.
She offered her non-driver identification issued by the state of
Wisconsin and was told it was an unacceptable form of ID in
Minnesota. She was angry and embarrassed to discover that her
friends would either have to leave her outside or forego an
evening's entertainment with her.
Most of the entertainment establishments at the Mall of
America are managed by one company. Janell and her friends quickly
discovered that most of the entertainment establishments would not
recognize her non-driver's identification. Her friends stuck with
her, and they finally found one establishment that would accept her
ID.
Janell is not a blind person who takes such matters lightly.
She began doing her own checking and found out that, according to
the manager of one of the lounges, there is a law in Minnesota
which prohibits bartenders from accepting non-driver
identifications from other states to validate age. Janell could not
tackle this problem alone so she called the National Federation of
the Blind.
We had never run up against a situation quite like this one.
Our first reaction was to blame the bar management for being
ignorant. However, further research showed that Minnesota did
indeed have a law that designates acceptable forms of
identification. Acceptable forms of identification include:
drivers' licenses from any state, passports, and non-driver ID's
issued by the Minnesota Department of Motor Vehicles. Therefore,
the one establishment that did allow Janell to enter was
technically in violation of the law.
The only solution to this problem seemed to be with the
Minnesota legislature. We found two willing authors in
Representative Joel Jacobs and Senator Jane Krentz. They agreed to
introduce a bill which would add non-driver ID's from other states
to the list of recognized means for age verification for purposes
of buying liquor. Eventually, our bill was added to a larger bill
that set forth regulations for the liquor industry.
Amazingly, our amendment became controversial when a lobbyist
for the liquor industry expressed opposition to the idea, claiming
that non-driver identifications were too easily falsified. He told
Senator Sam Solon, chairman of the committee hearing the bill, that
the Minnesota Department of Public Safety was opposed to the idea.
Senator Solon responded that anyone who expressed opposition would
have to do so for themselves. That ended the controversy. The bill
then passed without difficulty.
Thanks to the efforts of the National Federation of the Blind
of Minnesota, young blind people from other states can now use
their valid non-driver identification cards to verify their age. It
is a small victory to be sure but one of the growing number of
reasons why it is a good thing to have the National Federation of
the Blind in your corner.
ACCEPTING HELP: HOW TO BREAK THE CYCLE
by Joyce Scanlan
Editor's Note: The following article is reprinted from the
April-June, 1993, issue of the Minnesota Bulletin, the newsletter
of the National Federation of the Blind of Minnesota.
As members of the National Federation of the Blind we
frequently find ourselves engaged in serious discussions of
pertinent blindness-related issues. We compare notes on the most
humorous stories, the absolutely unbelievable attitude demonstrated
by someone, how to handle difficult family situations, blindness
and relationships with significant others, what blindness really
means, what constitutes independence and competence for a blind
person, how blind people can achieve equality with the sighted and
full acceptance in society, and a great number of other weighty
topics. Depending upon personal experience, exposure to
constructive training, and a variety of other factors, opinions on
these matters cover a broad spectrum.
The subject of accepting helpþwhether one should or should
not, how to accept it and how to reject it, what to say or not
sayþgenerates profound conversations which stir up the emotions and
challenge the intellect. The question comes up numerous times for
a student in an orientation program. For some students it is taken
for granted that if one is blind, help is definitely needed and
should be sought and accepted at all times. End of discussion. For
others, if one is blind, accepting help is prohibited. Blind people
must be independent, and accepting help creates a negative public
image. End of discussion. For most people the answer lies somewhere
between the two extremes. For most of us attitudes have evolved and
are still evolving through constructive training, exposure to
differing views, positive experiences, and ever-rising
expectations.
As we work with many people with different backgrounds, we
learn how many facets there are to an issue which may seem so
simple. In a recent discussion with an orientation center student
who has been blind since birth I found myself trying to convince
the person that although he made a practice of soliciting help from
sighted people, he could break the cycle and be independent. My
friend brought forth all the arguments supporting his use of
sighted help. "Although I may not need help, if I don't accept the
offer the sighted person may not be willing to help the next blind
person who may really need it." "Taking help from sighted people
gives me good social contact. It's a way to meet people." "It's
disrespectful to turn down an offer of help, especially from
someone like a policeman." "If I turn down help the sighted person
may become angry and yell at me." "I may think I can do it, but if
I make a mistake the sighted person will see that and I'll be
embarrassed and be forced into letting the person help me anyway."
"I must accept help because I don't know how to refuse it."
I pointed out that if one were to be perfectly honest about
it, the underlying belief probably was this: I really do need help.
As a blind person I am expected to take assistance; that's what I'm
used to, and I can't change it.
The extreme position of always using assistance is just as
harmful as never taking help from others. Because my friend had
habitually used sighted assistance whenever traveling about, he had
developed numerous techniques to garner help whenever he felt the
need, in his home or out on the street. He could cajole, play on
guilt, manipulate, be direct or subtleþwhatever a situation might
call for. For a blind person on the public streets, attracting help
is not at all difficult. If one merely stops for just a second Mr.
Public is sure to approach and ask, "May I help you?" or "Do you
need help?" My friend had perfected some techniques which
invariably drew attention to himself. These behaviors had become so
natural to him that he no longer recognized them or their effect.
For instance, he would approach a building or an intersection and
begin talking aloud. "I wonder if this is the right building" or "I
hope I can make this crossing without being run over." Hearing such
comments most individuals would be bound to conclude that help was
not only needed but being requested. Therefore, without directly
asking for help, my friend received just what he felt he needed.
Yet, he could claim, and rightfully so, that he hadn't requested
help.
Breaking a habit so ingrained is a major challenge. But
overcoming the denial and accepting full responsibility for what is
going on is a first step. It's easier to make excuses by saying,
"The help came to me because of Mr. Public's negative attitudes
toward blindness. People always think we need help. I did nothing
to invite the help I got." To make someone understand that he had
actually appeared helpless, had caused alarm, and was primarily
responsible for what happened forces a painful realization upon the
blind person. But once that has happened, the next step is to
recognize that one can also take charge of making something else
happen.
The question is what do you want to happen? Do you want to be
helped in a different way, or do you not want to be helped at all?
As our discussion proceeded my friend slowly but surely
admitted that he sought and accepted any help he could get because
he firmly believed he could not function competently without it.
That brings us to the question of how to have opportunity for
successful experiences which will overcome such a negative belief.
"How can I seize upon the chance to prove to myself that I can
accomplish a task without help when all these people descend upon
me?" Well, you can. And the best time to do that is when you are in
a training program. There you are in a structured environment where
you will have as many successful experiences as possible so that
you will overcome fears and doubts which have ruled your past.
Remember that others are around; they may be watching you and
certainly can hear what you say. Don't talk out loud. Think
anything you want but to yourself only. If some over-zealous person
approaches you to help, say (and you must practice saying this to
yourself ahead of time over and over again so that you can speak
spontaneously), "Thank you, but I am in a training program and must
work this out independently." You might also add "My instructor is
nearby watching to see me work this out by myself." Most people
will not pursue the matter. When you have done this a few times
your successes will build upon each other and you will find
yourself believing that you definitely can be independent and do
not need to accept help whenever it is offered to you.
At this point, once you are convinced that you absolutely can
locate an address, cross a street, or resolve any number of travel
problems independently, you are in a wonderful position of having
options. You are the decision-maker. You can accept help some of
the time, or you can turn it down. The choice is yours. As long as
you know you can accomplish whatever it is you want to do by
yourself, you are in good shape. The pressure of worrying about
whether or not someone else offers help to you is off. Your
energies can be focused on other, more interesting matters.
Because of the National Federation of the Blind more and more
people are breaking the stereotype of the helpless, pitiful blind
person. We give ongoing encouragement and support to each other in
our struggles to break the cycle of behavior that labels us and
forces us into accepting less of ourselves than our full
capabilities. Many of us are still in the process of convincing
ourselves that we are fully capable of independence and first-class
citizenship. Once we have gained full belief in ourselves, we will
be in a better position to go out and convince the world.
FITTING IN SOCIALLY
by Doris M. Willoughby
Editor's Note: The following article is a reprint of most of
chapter 42 from the Handbook for Itinerant and Resource Teachers of
Blind and Visually Impaired Students, by Doris M. Willoughby and
Sharon L. M. Duffy. The Handbook is possibly the single most
valuable book a parent of a blind child could ever read. As the
article below demonstrates, the book is full of practical
suggestions and is very readableþno esoteric, confusing
professional jargon. All 533 pages, 54 chapters, and 7 appendices
are packed with valuable information about every aspect of
educating blind children from kindergarten through high school. The
book is available in print, cassette tape, and Braille. For your
convenience an order form has been included at the end of this
article.
Ann is painfully shy. She has hardly any friends, and has
never been asked for a date.
Louise has many friends, and is always elected as a class
officer. However, she looks down on everyone who is not "popular."
Gradually, even her friends are beginning to feel that Louise is
aloof and bossy.
Tom has a pleasing personality and tries hard to make friends.
Most of his classmates, however, are repelled by his dirty clothes
and unpleasant odor.
All three of these teen-agers are sighted. None has any
disability, visual or otherwise. These instances show that all
youngsters have problems, sometimes serious ones. Had these
teen-agers been blind, many people would have assumed their social
problems were due to blindness:
"Poor Annþit must be very frightening not to be able to see."
"Louise can't see how people frown when she acts bossy."
"It must be hard to keep clean if you are blind."
Development of social skills is the same for the blind as for
the sighted. The blind person will use different methods on
occasion, such as making more use of the sense of touch in applying
makeup; but the young blind person needs to learn the same things
as the young sighted person.
ATTITUDES ARE THE KEY
It is unfortunately true, however, that the blind person is
sometimes behind in social skillsþdue not to inability to learn,
but due to the belief that he/she cannot learn, or to mistaken
sheltering from social experience. Individual help should be
provided if a specific technique is lacking; in general the blind
youngster who is behind in social skills will be helped by the same
general approach as any other youngster with such a problem.
One young woman said, "When I was in high school I never
mentioned my blindness. My friends never mentioned it either. When
I joined the NFB, I learned to be frank and positive about
blindness. Several of my friends said to me later, `You know, in
high school we were always afraid we would offend you by saying
something about your vision. We were always nervous about it. We
feel so much more comfortable now that you are comfortable.'"
THE PRESCHOOL CHILD
The social development of a preschool child is a part of his
general development and maturity level. Learning to talk, feed
oneself, and use the toilet are skills that come with physical
maturation and proper guidance. The chapters on "Early Childhood"
and "Home Economics and Daily Living Skills" include practical
suggestions for this age group. It is vital that (a) blind children
are not deprived of regular guidance, and (b) when the blind child
really does need some different or additional help, he gets it.
All children need to be taught how to play, but with sighted
children this often occurs without much thought. While encouraging
children to think up ways to use play equipment, we also should
demonstrate the standard use. For example, a child may enjoy
pushing an empty tricycle, but he should also be taught how to get
on and ride it.
When a child plays with other children, he learns many things
besides the obvious matter of sharing toys. He learns to enjoy
other children's company, and how to participate in structured
games and unstructured play. He learns how to react when another
child annoys him, and what to expect if he does the annoying. He
even learns how other children talkþsome blind youngsters sound
quite stilted in their speech because they have talked mostly with
adults.
Very young children usually need little guidance in accepting
a blind playmate. They quickly learn to take his hand to show him
a toy, for example. The preschool teachers may, however, need
considerable support. Also, parents often find that playmates never
seem to be available in the neighborhood. Suggest to parents that
they specifically invite other children over to play, perhaps
sharing some especially interesting toys, and perhaps inviting the
mother over as well. This usually results in return invitations to
play elsewhere. Avoid the extremes of pushing too hard, on the one
hand, and passively letting the blind child be left out, on the
other hand.
PREVENTING UNDESIRABLE HABITS
Teaching standard play is a vital part of minimizing
mannerisms. The child who has a suitable construction set (one
which will stay together when he examines the construction by
touch), and is taught how to use it, is unlikely to simply tap the
pieces on the floor. Watch for overly repetitive or stereotyped
motions, even when the motion would be acceptable or desirable in
moderation. If a child spends great amounts of time on a rocking
horse, climbing up and down the same jungle gym, etc., insist that
he vary his activity. Remind parents that it is especially
important to provide something to do if the child must sit still
for a long time; examples include playing with a toy while waiting
for the doctor, and reading or conversing in the car or bus.
Some blind children tend to poke or press the eyesþa very
undesirable habit. As with other habits, physically move the child
into better positions with something else for the hands to do. Nip
this habit early before it becomes ingrained.
A few children develop a very unfortunate way of showing
excitement: they clasp their hands together, tense all their
muscles, tremble, and make squeaking noises. One father said, "Son,
when you feel excited, show it! Put your arms up over your head and
jump up and down! Yell `Yea' or `Wahoo!'" He was helping his son to
substitute a more socially acceptable way of expressing emotion. He
was also encouraging more physical movement. Increased physical
activity makes this kind of mannerism less likely. When this boy
complained that he could not jump up and shout in school, his
father said, "Well, at school you might just raise your arms a
little bit and whisper `Yea! Wahoo!'"
PERSISTENT MANNERISMS
However, as with sighted children, undesirable habits
sometimes persist in spite of our best efforts. Gentle reminders
are usually more effective than scolding, since the latter tend to
make the child still more tense and prone to mannerisms. Vary
verbal reminders with physical onesþas, simply move the child's
hand out of his mouth and onto a toy. Another idea is to replace an
objectionable habit with a more socially acceptable one. A child
who continually twists her hair might carry a plush toy and stroke
that instead. One three-year-old always picked up toy cars and
dangled them by the wheels, jiggling them instead of really
playing. His parents phased out this habit by saying, "You may
twiddle only the little wooden cement mixer. All other cars and
trucks must be played with in the regular way or not at all." Then
they gradually reduced the time he was permitted to have the cement
mixer.
Blind children (even those with useful sight) often do not
realize exactly what others are doing. They hear adults say, "Quit
scratching your head!" and "Quit fiddling with your shoe!" and so
on, and may not realize that these positions are inappropriate only
in excess. The child may think he or she is expected to keep the
hands rigidly in place on top of the desk, never moving or
stretching at all; but to attempt this causes great strain.
Recently I asked a girl to show me ten different positions in which
it would be OK to place her hands for a short while. I had to help
her after the third one. "I'm teaching her to fidget in class," I
said jokingly as I told the classroom teacher about my efforts to
help the child relax normally and keep her fingers out of her eye.
Later I sat beside this child in class for a few minutes, and
quietly described how other children stretched slightly, jiggled
their feet, placed their hands on their knees, etc.
As another idea, eyeglasses (with plain glass if no correction
is possibleþeven if the youngster is totally blind) may serve as a
physical reminder to prevent eye-poking.
Keeping the child busy and happy, with plenty of appropriate
physical activity, is the best way to prevent and counteract
mannerisms.
An older child may respond well to rewards for avoiding the
habit. If the habit is well-established, start by working on it
only part of the time. Avoid making the child extremely nervous by
expecting perfect control immediately.
All youngsters chafe at repeated verbal reminders. Older
youngsters, in addition, often are very sensitive about personal
corrections in front of their peers. A secret signal, therefore, is
often the best approach to an undesirable habit. Talk privately and
agree that, for example, the teacher will touch the youngster's
shoulder if she is twisting her hair or rocking. The adult agrees
not to mention this aloud, and the youngster in turn agrees to
respond to the secret signal. A euphemism can work in a similar
wayþinstead of "Ellen, don't rock back and forth," we can say,
"Ellen, please sit up straight," and thus make a more
socially-acceptable comment.
A speech therapist once told me that when a child first began
to use a new speech sound, it was unwise to say, "Now use your good
sound all the time." The child would continually forget, feel
overwhelmed, and give up. Instead, she explained, the child might
first be told, "Be sure to use your good sound when you read aloud
in class." Gradually more and more time spans would be included,
until eventually the child was expected to remember all the time.
Gina, in fourth grade, was not conquering her habit of
eye-poking, despite all the conventional approaches. Indeed, it was
growing worse. Suddenly remembering the speech therapist's advice,
we instituted the limited-time approach. During a 30-minute reading
group (a good choice because her hands were especially busy) we
made it clear that Gina would remember to keep her hands away from
her eyes. (A small reward was given each day, and a negative
consequence was available if needed.) At other times we reminded
her frequently but did not expect perfection. One month later
(having had good success) a 30- minute period in the afternoon was
added. Gradually (reminding ourselves not to botch things by moving
too fast) we expanded the time.
INFORMAL PLAY
"But the others all just run around and play ball."
Sometimes it seems that way. How do we integrate a blind
grade-school child (especially a boy) into play groups?
In the first place, let's not assume he couldn't possibly play
ball. He certainly can in a supervised situation with appropriate
adaptations; and his friends may be willing to include those
adaptations during informal play. He can bat a ball from a tee
which holds it stationary at the right height, or use a beeper
ball. Batting in a kickball game can be even easier, especially if
the pitcher stands close in, rolls the ball carefully, and calls
out when he releases the ball. The blind player can run to a voice
calling him on each base, or run with a friend.
Let's not assume, either, that the blind child cannot "just
run around" during very informal play. He can be flexible, take
someone's arm when they are actually running, ask questions, and
figure out what is being played. Sometimes it does seem, however,
that informal play is the hardest to join, and it may take some
time and guidance before he is able to do so. Watch the other
children awhile and see what different things they actually do. Do
they stop to play in a sandbox? Play catch? Jump rope? Swing? If
the youngster participates in some specific informal activities at
first, he can gradually come to be included in more and more.
Actually, of course, other children do many other things
besides "run around and play ball." Swimming, skating, and other
non-team sports are popular. Playground equipment usually presents
no real problems. As with preschoolers, the blind elementary
student needs to know the standard uses of playground equipment and
other devices. Provide table games which are suitably adapted, and
be sure he knows how to play. Offer to attach Braille labels to
games.
Sometimes it is desirable to structure an otherwise informal
situation. A buddy might accompany the blind child at recessþwith
the responsibility rotated among various willing children, and
perhaps only part of the time. During an indoor playtime, all
children might be assigned to specific activities for the first few
minutes, thus inconspicuously assuring the blind child an
appropriate place. Sometimes an aide might accompany the child at
play. Usually a combination approach of various types of guidance
is best. Avoid the extremes of constantly hovering vs. always
letting the child fend for himself.
Show parents how informal play is handled at school and
encourage them to give some similar guidance at home.
See also the chapter on "Physical Education and Recreation."
CONVENTIONAL BEHAVIOR
School-aged children notice when others ignore social
conventions, even if they themselves rebel at society's standards.
A child who always eats with a spoon, sits in strange positions,
and constantly speaks out of turn will be viewed as quite
different.
Since a blind child will not see a frown, and since many
people will think he cannot learn social conventions, it is
necessary to give specific attention to matters such as these. Take
the child's hand and show her how to hold her fork. Teach her
conventional posture. If she speaks out of turn, belches audibly,
etc., correct her tactfully. Show her various gestures and motions
such as raising her hand or waving, and be sure she understands
when and how they are used. A blind kindergartner may not
understand just when to raise her hand and when to take it down and
that if one arm gets tired she can use the other one. Show the
child where the movie screen is and see that she faces it.
Talk with the student about what looks good or bad visually.
Describe other people's appearance. Include descriptions of other
people's errors and problems, whenever it can be done tactfully and
appropriately. (Encourage parents to do this too, since they are
particularly in a position where they can talk confidentially about
other people's personal appearance.) Often a blind child feels that
he/she is the only one who makes mistakes. Suggest to aides,
parents, and others that they look for chances to mention (quietly
and appropriately, of course) various things which a sighted child
would notice about others' problems: "Billy dropped his pencil."
"Annette has her head on her desk." "Mark is crying because he
skinned his knee." With a teen-ager we might mention: "Josh forgot
the answer, and looks really upset." "Two girls over there haven't
ever been asked to dance and look like they're about to leave."
Because blind children are often singled outþpartly to meet
their special needs and partly because other people feel sorry for
themþoften they are allowed to get away with unacceptable behavior
at home and elsewhere. For example, a bus driver said that a blind
student was rude and disruptive on his bus, but that he didn't want
to discipline him as he would any other child who did the same
thing. When this kind of thing occurs, the child does not learn
what is acceptable.
GENERAL APPEARANCE
With proper guidance, blind students can achieve good grooming
and normal appearance as part of their peer group.
Sue, age 15, had never carried a purse. At school she kept
things in her notebook or her pockets; but her teachers observed
that personal items were often visible to others. A sensitive
inquiry revealed that Sue did not own a purse of any kind. "What do
you do at church?" asked the homeroom teacher. "Some clothes don't
have pockets. Suppose you need a Kleenex?"
"I borrow one from my father," replied Sue.
Sue had no idea what to keep in a purse, or how to carry one.
At the age of 15, she was dependent on others to manage her
personal items when she had no notebook or pocket.
Watch for things like this, and seek the parents' help.
Another example is a girl who never wore a skirt (not even to
church, where her peers often wore them) and had no idea how to put
on a dress. Even if the student and her family say they have
personal preferences against something such as skirts, explain that
you are trying to make the normal choices available to the blind
student. If a sighted girl grows up wearing jeans and then decides
to include dresses in her wardrobe, she simply does so immediately.
If the blind girl has never worn skirts, she may have a major
hurdle to overcome in knowing how to put them on, and also how to
walk and sit appropriately.
Matt's schoolbooks were in an old, tattered bag which looked
vaguely feminine and was often slung carelessly about his neck.
"But how am I going to carry stuff?" he protested when the
counselor talked with him about personal appearance. "I need one
hand free for my cane!" The counselor helped Matt get a back-pack
like many other boys used. He also advised, "When you're grown and
working in an office, you'll want a briefcase."
GUIDING ACCEPTANCE BY PEERS
Classroom teachers often ask how to help sighted youngsters
accept a blind classmate. It is best to speak openly about the
disability (without dwelling on it unduly), and to encourage the
student to do the same. The new student can introduce herself to
the class in the normal manner, including other characteristics as
well as blindness, and explain study methods. It is usually better
not to discuss blindness with the class before the student arrives.
Unless the subject comes up naturally (as when Braille materials
arrive before the student does), a preparatory discussion seems to
say that blindness is such a special situation as to require a
great deal of preparation, and that we should avoid discussing it
in front of the blind person. It is better to be open and
matter-of-fact.
You and the classroom teachers will, however, need to guide
classmates in including the blind student as an equal. Often this
can be done publicly, as when a new student is introduced, or when
someone speaks to the class about blindness in general. When
specific problems arise, it is sometimes best to talk to the
individuals privately.
Emphasize to teachers that, while overt rejection is usually
easy to recognize, it may be harder to note and deal with the
opposite problemþnamely, overprotection. The latter is, in my
experience, the more common problem and the harder to solve. Do
little girls mother-hen the blind child's play at recess? Does
someone always carry his tray even though he could do it? Do
classmates jump to pick up dropped objects? Deal directly and
tactfully with things like this, and be firm. To allow
overprotection is to interfere with education.
JOINING OTHERS
CONVERSATIONAL SKILLS
Teach children to face the other person during a conversation.
Urge sighted people to say things like "Please reach over here,"
rather than moving to accommodate the blind child. Help the blind
youngster to be flexible and attentive, noting other people's needs
and actions. See that voice volume is appropriate to the situation.
If a child consistently talks too loudly or too softly, despite
reminders, have his hearing checked. If he talks too much or too
little, give him feedback and guidance.
Some children need extra guidance in what to say during
conversations. The younger child may remain in a stage of
self-centered questions, constantly asking "Who is he talking
about?" or "What do you mean?" The child needs to learn to listen
awhile and see what can be learned without asking questions.
Textbooks sometimes have exercises on "Making Inferences." Besides
reducing annoying questions, such exercises should improve general
incidental learningþthat is, learning things without their being
formally taught. Too many blind children wait passively for someone
to teach them the names of their classmates, for example, rather
than listening attentively to conversation.
Many young people converse in a very self-centered way. For
example, one boy always expounds about his own musical interests,
without ever encouraging a friend to describe his interests. The
student may need to practice thinking of open-ended questions to
draw people out, and consciously using them. He may also need to
broaden his own interests and experience.
Another type of self-centered conversation is the
self-putdown. No one enjoys talking with a constant complainer. The
counselor may be able to help direct thoughts and speech in a more
positive, outward direction.
Teach alternative techniques for personal contact, and the
confidence and assertiveness to use them. If Alicia finds the
counselor's office open but silent, she can ask, "Mr. Brown, are
you there?" or simply, "Mr. Brown?" If she is waiting to buy
tickets and is uncertain whether she is being spoken to, she can
ask, "Did you mean me?" or "Am I next?"
Encourage the blind youngster to be good-natured to people who
say, "Do you know who this is?" but, if necessary, to refuse a
guessing game politely but firmly. At the same time, you as a
teacher can discourage others (including adults) from this
practice, which is really annoying and unnecessary.
PARTICIPATION
All young people need guidanceþsome more than othersþin making
and keeping friends. A school counselor should be able to provide
suggestions appropriate for all children, including books for
teachers and for students.
When various students are standing around, the blind student
can orient herself by the voices and join a group as anyone else
would do. See that your students learn how to join a group in a
conversation or activity: look for a natural pause in the
conversation, and say something to indicate interest. Join into
what is already being said or done. Avoid changing the subject
abruptly or for no reason.
Some youngsters may need coaching on what to say during
informal chatting. ("What's for lunch?þ What did you think of that
assembly?þ That test sure was hardþ Only three days till
vacation.")
All children need to learn how to take turns, and how to be
good losers/winners. Overt crying is not the only way to be a bad
loserþit is also bad for the older youngster to stalk away in
silent gloom.
It is important to look attentive when others are talking,
even when not saying anything oneself. A person should be sensitive
to others' moodsþi.e., judging whether or not a friend wishes to
talk about something bothering her.
Giving compliments is an important part of relationships. The
blind girl or boy cannot easily use one of the most common, namely,
complimenting a person on what he/she is wearing. Nevertheless,
there are many kinds of compliments that can easily be usedþabout
athletic or personal achievements, about clever ideas, etc. Also,
sometimes an article can be examined by touch and admired (if, and
only if, the social situation makes this appropriate.)
Jon depended heavily on Ken, his close friend. When Ken had
the flu, Jon asked the counselor about finding a place at lunch,
carrying books, etc. The counselor helped Jon get better acquainted
with Brad, another friendly and compatible boy, and also took the
opportunity to help in developing friendships.
"You're making a new friend here," she said. "I can see you're
really enjoying Brad's company, and he likes you. It's good for a
person to have more than one friend, for lots of reasons. When Ken
gets back you'll want to socialize with him again, but I do hope
you don't just drop Brad cold. Keep both of them as friendsþyou can
spend some time with each, and maybe some with both together. And
alsoþI think we all have realized that you were awfully dependent
on Ken. Let's work on how you can find a seat yourself when you
want to, and how to organize your things so that nobody needs to
carry your books."
Remember that many well-adjusted youngsters (disabled or not)
have only one or two best friends and that recreational interests
vary greatly. Look for many different types of activities as you
help your student select those which he or she enjoys mostþchess,
swimming, bowling, ham radio, etc. Joining structured groups such
as Scouts, religious organizations, etc., can be very helpful.
Offer to help parents confer with leaders of such groups. Although
laws covering private groups may not be the same as for public
school activities, often there will be a legal or organizational
requirement for equal opportunity. Even if there is not, you can
help the parent use persuasion and education (possibly with help
from others such as the National Federation of the Blind) to build
equal opportunity.
PROTECTING ONESELF
Unfortunately, today it is also necessary to coach youngsters
about when they should not be friendly. On a city street, it is
usually unwise to converse at length with a stranger; invitations
to ride in a car are totally unacceptable.
Parents may fear that blind youngsters cannot handle such
problems. Talk about ways to identify persons reliably without
using sight. A student old enough to walk alone on the street
should be able to prevent most problems, and also to shout and go
for help in case of emergency.
Learning to avoid harmful strangers is sometimes undermined by
a seemingly innocent practiceþthe tendency for people to give blind
youngsters things. This practice is undesirable enough because of
its implications of pity, but it can confuse the child's safety
training as well. Recently I have observed:
- a cab driver deliberately leaving change on the seat so that
a young blind passenger will find it
- a high school principal giving a homecoming corsage to the
blind girl
-a sixth grader bringing several art projects to a blind
first-grader
Examine situations like this, and apply a test recommended by
booklets on child molestation: Does the role of this person make
the action appropriate? Ask also, "Would it be considered
appropriate if the child were not blind?" and note that blindness
should not change one's general role in life.
A different dilemma about friendliness may occur in a play
situation. The child who has been coached to cooperate may not
realize that she too has rights.
Denise found herself being chased by several boys and girls at
recess. It was not even a real game of tag, but a form of unkind
teasing. Wanting to be friendly, Denise ran here and there for ten
minutes. When the bell rescued her, she was near tears.
The playground supervisor, who had sympathized but hesitated
to intervene, described this to Denise's resource teacher, who then
coached her about ways to leave a really undesirable situation.
"You can say, `I'm tiredþI don't want to play this any more,'" he
counseled. "Just go and do what you want. Now, they might call you
a `chicken' or something, but just ignore them. And remember, if
they really scare you, you should get help from the playground
supervisor."
THE TEEN YEARS
New to the public middle school, Paula very much wanted to be
part of Charlene's crowd. However, Paula's mother became very
concerned about the way these girls seemed to treat Paula when they
came home with her. They played Paula's records and ate the food
she offered, but they talked to one another instead of with her.
Never did they invite Paula to join them elsewhere.
Finally Paula's mother decided that the arrangement was
harmful. She insisted that her daughter invite only one or two
girls at a time. Although some girls declined the individual
invitations, eventually two girls (one who was part of Charlene's
crowd and one who was not) became Paula's close friends.
As this example illustrates, it is usually easier to get
acquainted in a smaller group than in a large one. Informality is
usually better than fancy entertaining. It is helpful to have
equipment or skills which are valued by the other young
peopleþcooking skill, a guitar, an interesting collection, a tandem
bike, etc. However, the youngster must not let others lose respect
for her and treat her like a doormat.
DEVELOPING ONE'S OWN RESOURCES
As we consider the free-time activities popular with
teen-agers, we see all the more the importance of good travel and
other skills of independence. Can the young woman shop
independently, or must she constantly cling to a friend? Does the
young man use various alternative methods of transportation, or
does he feel helpless if his parents cannot take him? Are skills
like table manners, dialing a telephone, etc., routine matters or
causes of embarrassment?
Often a teen-age brother, sister, or friend can provide
transportation or reader service. Avoid, however, a situation where
the blind teen-ager is smothered by too much help and attention, or
the sighted teen-ager resents constant duties. Encourage reciprocal
arrangements. Perhaps the blind brother or sister can do an extra
stint of dishwashing in return for articles read aloud. A friend
who provides transportation might be invited for dinner. As the
student gets older, it is more and more desirable that readers and
drivers be paid on a businesslike basis.
A great many teen-agers have part-time jobs, with benefit both
financially and socially. Blind teen-agers, too, need to have this
opportunity.
ADULTS SHOULD BE SENSITIVE AND CONSIDERATE
Teachers and parents should watch what they say to teen-agers
in front of peers. Be discreet about mentioning personal
mannerisms, clothing, etc. Work on eating skills in privacy.
Always phrase remarks in a careful and dignified way, such as,
"Parking meters are next to the street rather than close to the
building. Consciously think about where the parking meters are and
use that as a clue to where you are." Matter-of-fact words and tone
are important even if no one overhears, since it helps the student
not to feel belittled. It is especially important if you are
teaching something which peers have learned at an earlier age.
The chapter on "Dating, Marriage, and the Family" is actually
an extension of this chapter. It contains many things which might
otherwise have been said here.
As always, the teen-ager's problems in regard to blindness
boil down to a matter of attitudes.þ
DEALING WITH PROBLEMS OF ACCEPTANCE
Generally, when their natural curiosity has been satisfied,
youngsters respect the blind student's methods and accept them as
a matter of course. If anything, young people accept a disability
better than adults do. To prevent or minimize those problems which
do occur, the following ideas are helpful:
1. Help the blind student to improve his/her own individual
skills and general self-confidence, and to contribute to the group.
2. Help him/her to determine when help is needed, and to
accept or refuse help pleasantly.
3. Help all youngsters understand that we are all different,
and that it is rude to overemphasize any characteristic (such as
freckles, height, etc.). School counselors should be able to
suggest many structured and unstructured ways to help students
realize the universality of differences and the hurt caused by
misplaced emphasis.
4. Explain the physical cause of the disability in appropriate
terms, and help the blind child do so also.
5. Emphasize that blindness is a physical limitation and
nothing more.
6. Encourage other students' interest in such aids as Braille,
and point out their value. A few students may be seriously
interested in learning Braille.
7. Help the blind youngster not to be oversensitive. He/she
should be willing to answer friendly questions, and to be objective
about tactless questions. He/she should also realize that some
teasing and arguing are unavoidable, and learn to ignore it in most
cases.
8. Teach the blind youngster to be reasonably assertive rather
than passive. He/She can speak up and say, "How about my turn
next?"
9. Look for possible problems apart from blindness. Is the
group a tight clique, rejecting all outsiders? Do health problems
seriously curtail the blind child's energy?
10. Insist that the disability never be used to escape work or
responsibility.
SPECIAL PROBLEMS
Conspicuous physical characteristics tend to magnify problems
of acceptance, but the same principles apply nevertheless. Stress
that we all have our own individual strengths and make our own
particular contributions. The child may also want to meet others,
if possible, with his particular physical characteristics.
When a child has extremely short stature, consult an expert on
physical disabilities and architectural barriers. Get desks the
right size, and a stepstool for reaching. Especially in junior high
and high school, make sure the student can reach things like
drinking fountains, sinks, and shelves.
Albinism also involves physical characteristics which may
bring misunderstanding. One boy was teased as a "little old man
with white hair." A kindergartner became furious at the many adults
who gushed, "What beautiful hair you have!"
Albino black youngsters face prejudice from both races. A
black adult may be especially helpful in discouraging prejudice by
black youngsters. I discussed this recently with an albino black
man who recalled that his black playmates sometimes teased him and
called him White. He advised emphasizing that all characteristics
differ among people and explaining albinism in a scientific way. He
noted that prejudice decreased as he and his classmates grew older.
And, of course, improving the general climate of race relations
helps minimize any problem related to racial identity.
ORDER FORM
Handbook for Itinerant Teachers of Blind and Visually Impaired
Students
Mail to National Federation of the Blind, Materials Center,
1800 Johnson Street, Baltimore, Maryland 21230
Select format: Print ($23.00), Braille ($30.00), 4-track
cassette tape ($30.00). Prices include shipping and handling.
Method of payment: Check, Money Order, Purchase Order (must be
attached) Credit Card: Discover, MasterCard, Visa. Credit card #,
Expiration date, Signature. Ship to, Telephone.
CONGRATULATIONS!1993-1994 Braille Readers are Leaders Contest
Winners
MOST IMPROVED:
Nikki Saylor, Kentucky
Brian Hess, Ohio
Jacob Elsberry, Iowa
Thomas Solich, Ohio
Shannon Ramsay, California
PRINT TO BRAILLE:
First: Lisa Ann Davis, California. 2,130 pages.
Second: Elexis Gillette, North Carolina. 1,328 pages.
Third: Ashley Samp, California. 1,199 pages.
KINDERGARTEN - FIRST GRADE:
First: Alejandro Lesser, Pennsylvania. 1,683 pages.
Second: Brandon Kozak, Illinois. 618 pages.
Third: Emily Marie Charles, Texas. 310 pages.
SECOND - FOURTH GRADES:
First: Gabriela Gonzales, Alabama. 7,380 pages.
Second: Robert Riddle, Washington. 6,220 pages.
Third: Cassie Lucarelli, Wisconsin. 5,149 pages.
FIFTH - EIGHTH GRADES:
First: James Konechne, South Dakota. 19,326 pages.
Second: Blake Earl Roberts, Delaware. 10,540 pages.
Third: Kristen Witucki, New Jersey. 9,202 pages.
NINTH - TWELFTH GRADES:
First: Stacey Pederson, Minnesota. 7,368 pages.
Second: Rebecca Hart, Virginia. 4,519 pages.
Third: Christy Witte, Michigan. 3,768 pages.
PARENT POWER
The following reports are from two of the parent division
affiliates of the National Organization of Parents of Blind
Children (NOPBC). For more information about the NOPBC and the
nearest state or regional parent chapter to you, contact:
Mrs. Barbara Cheadle, PresidentNational Organization ofParents
of Blind Children1800 Johnson StreetBaltimore, Maryland 21230(410)
659-9314.
National Organization of Parentsof Blind Children
Goals and Objectives
1. To create a climate of opportunity for blind children in
home and society.
2. To provide information and support to parents of blind
children.
3. To facilitate the sharing of experiences and concerns among
parents of blind children.
4. To develop and expand resources available to parents and
their children.
5. To help parents of blind children gain perspective through
partnership and contact with blind adults.
6. To function as an integral part of the National Federation
of the Blind in its ongoing effort to eliminate discrimination and
prejudice against the blind and to achieve for the blind security,
equality, and opportunity.
REPORT FROM CALIFORNIA
by Shirley Baillif, President
Parents of Blind Children Division of the NFB of California
During the 1993 California State Convention, the POBC of CA
sponsored a Luncheon Show presenting talents of our blind children.
Those participating were:
Beth Kats, daughter of Gerret and Esther Kats. Beth shared her
beautiful voice first by singing a grace to the tune of Edelweiss
(with original words befitting the NFB); then later she sang "The
Rose" and "The Sound of Music." Beth is a high school senior. She
sings soprano and participates in her school's choir. She has taken
voice lessons for 5-6 years.
Blanca Burrows, the four-year-old daughter of Roy and Lynda
Burrows. Blanca spent her first three years in an orphanage south
of Tecate, Baja California, Mexico, before being adopted by Roy and
Lynda. When she joined the Burrows family, she walked very little
and had a vocabulary of only about ten words. After less than two
years of T.L.C. (tender loving care) she is rapidly gaining
physically and academically. With this adverse background, we were
especially thrilled to have Blanca give the Pledge of Allegiance to
the flag.
Lisa Davis, the ten-year-old daughter of Todd and Sharon
Davis, and Belinda Surita, the sixteen-year-old daughter of Alma
Basile. These two girls have been taking Judo lessons for 2-3
years. They demonstrated several moves but stopped before they
completed any throws since we did not have a mat. They have
competed successfully against sighted Judo students. Their
instructor, Sen Sa Gomez, did not arrive in time to explain their
moves as they performed them, so the girls tried to do this
themselves. Sheryl Pickering came to the rescue by keeping the
microphone near the speaker. In so doing, she was forced to be
quite the contortionist.
Cyrus Keir, ten-year-old son of Dave and Carol Keir. Cyrus
played the cello. He is learning to play from the Suzuki method. He
played the "French Folk Song-Traditional" and "Minuet in C" by
Bach. What a thrill!
Lisa Davis went from Judo expert to comedienne to conclude our
talent show. Look out President Maurer! Her jokes were as corny as
yours and as delightful to hear. [Marc Maurer is President of the
National Federation of the Blind. Mr. Maurer sends out monthly
presidential reports on cassette tapes to NFB chapters. He
concludes every tape with a selection of jokes.]
We also had the privilege of hearing Denise Bravell, an adult
blind child, playing on the keyboard. The hotel did not have a
piano so Denise brought her small keyboard. She played a medley of
tunes before the luncheon while people were being seated, and she
also accompanied Beth when she sang.
We received many positive remarks and requests to do it again
and that is what we plan to do at the 1994 California State
Conventionþanother great Luncheon Show featuring the talents of our
blind children.
REPORT FROM MINNESOTA
NEW PARENTS DIVISION ORGANIZED
by Peggy Chong
The Parents of Blind Children Division of the NFB of Minnesota
was formed at the parents' seminar held on Saturday, May 7, l994,
at the historical, beautiful new quarters of BLIND, Inc. The
officers of our new division are a diverse and talented group of
parents: Barbara Schultz, President, is the
biological/adoptive/foster parent of eight children, one of whom is
blind and multiply handicapped; Sandy Jacobson, Vice President, has
a blind teen-age son; Tom Kiel, Treasurer, has a daughter who is
blind; Nadine Jacobson, Secretary, is a long-time blind member of
the NFB and the newly adoptive parent of little girl from Korea who
is also blind; and Penny Langland, board member, is a physician and
the parent of a blind, partially sighted son.
The seminar, which was co-sponsored by BLIND, Inc., State
Services for the Blind, and the NFB of Minnesota, drew families
from all around the state. Parents participated in the usual
general sessions and small group discussions. Speakers included
representatives from agencies in the state which provide services
to blind children, blind adults who spoke about personal
experiences and the skills needed for independence, and parents of
blind childrenþsome of whom were now adults. A moving presentation
was made by Mrs. Donna LaBarre, mother of Scott LaBarre, a young
blind man just beginning his career as an attorney. She spoke of
the need for a parents' organization, and how much she and her
husband could have benefited from the support and information such
an organization can offer.
Barbara Cheadle, President of the National Organization of
Parents of Blind Children, had come early in the week to visit
parents and discuss the formation of a parents division. She stayed
to conduct the formalities of the organizing meeting and also led
several of the seminar discussion groups.
Parents had been encouraged to bring their children to the
seminar, too. Special activities had been planned for the blind
kids and their siblings by Lori Anderson, a blind mother and
educator, and other volunteers. In the morning, the children baked
cookies in the BLIND, Inc., kitchen, then served them to all the
seminar participants at lunch. Most of the youngsters spent a great
deal of time exploring the historical mansion. (The new facility
for BLIND, Inc., is the former homeþmansionþof Charles S.
Pillsbury.) One young boy who wants to be a janitor when he grows
up found the boiler room fascinating. Small groups of the children
also took turns playing in a nearby neighborhood park in the
afternoon.
During lunch, parents and blind members of the Federation
exchanged ideas and talked about blindness-related issues. Parents
were offered tours of the BLIND, Inc., building, thereby learning
more about the training programs available to blind adults and
children.
It was an outstanding day. The Federation and the state
agency, along with BLIND, Inc., worked side by side and in harmony
to promote a positive future for blind children. And now we have a
group of parents who have made a great start on building a better
future for their blind children with this new division.
I.E.P Question/Answer
This item is reprinted from the January, 1994, issue of Pacesetter,
a publication of the PACER Center, Minneapolis, Minnesota.
Question:
I called the school and asked my daughter's teacher, who is
her IEP manager, to set up an IEP meeting so that we could review
her goals. Today, he called me and said that the meeting was set up
for Wednesday at 8 a.m., even though I told him I couldn't make it
then. He said they needed to go ahead with the meeting because it
was the only time the staff could meet. I can't take time off work
unless I give a week's advance notice, and I really cannot make it
to school at 8:00 because I have young children, and the sitter
doesn't arrive until 9:00. What can I do?
Answer:
The school district is required, by both federal and state
laws, to schedule the meeting at a time convenient to both the
parent and the school. The IEP manager should have checked with you
to find an agreeable date before setting up the meeting. But at
this point, you can call and ask that the meeting be canceled, and
give him two or three dates that would work for you. If he is
reluctant to change the meeting time, you may want to follow up on
your request by sending a letter to the principal asking for the
change.
CD-ROM
We have been asked to publish the following:
Find out why blind people are raving about CD-ROM technology.
The CD-ROM Advantage explains everythingþwhat you need, how it all
works with speech and Braille, what it costs, who to call for help,
and where to buy all those nifty CD titles, plus a listing of over
100 titles that work with speech and Braille. Other questions
addressed in this book are: Is it difficult to install CD-ROM
hardware and software? Can you access graphics-based CD's? Do some
screen-access programs work better than others? How can you tell if
a title is accessible? Why should a blind person care about CD-ROM?
The CD-ROM Advantage is available from National Braille Press.
The print edition is $11.95 plus $3.50 for postage; the Braille
edition is $11.95 shipped Free Matter, or $3.50 extra for UPS; and
the disk edition (specify 5.25" or 3.5") is $11.95 shipped Free
Matter, or $3.50 extra for UPS. For complete ordering information
contact National Braille Press, 88 St. Stephen Street, Boston,
Massachusetts 02115. Telephone (617) 266-6160. FAX (617) 437-0456.
Golden Sounds
We have been asked to print the following information:
"My Calendar" is an educational cassette tape for children
ages 2 to 8. The tape covers all of the months of the year in
sequential order and portrays musical and verbal metaphors that are
unique for each month of the year. The tape may be purchased for
$10.00 each from Golden Sounds, Inc., 4811 North Market,
Shreveport, Louisiana 71107.
Michigan Braille Leadership Conference
On March 15, 1994, the Michigan Commission for the Blind (MCB)
held the first Michigan Braille Leadership Conference. The purpose
of the conference was to bring together Michigan's top Braille
experts to discuss the crisis of Braille literacy among Michigan's
blind population. MCB Commissioner, Steve Handschu, a legally blind
Detroit sculptor, explained that the conference was a call to
action. "Fully 90 percent of Michigan's 50,000 blind people are
Braille illiterate. For thousands of people annually, pervasive
Braille illiteracy exacts a horrible toll in lost educational
achievement, unfulfilled individual creativity, and massive
unemployment."
"`Fail then Braille' sums it all up," says Sunny Emerson, a
Sterling Heights mother of a blind child and national board member
of the National Organization of Parents of Blind Children. "In too
many school districts, Braille is used as a learning tool of last
resortþwhen all else fails, the teacher turns to Braille."
The luncheon keynote speaker was Representative Joe Young, Jr.
(DþDetroit), who, following in the footsteps of his father, the
late Representative Joe Young, Sr., has supported and sponsored
efforts to pass Braille literacy legislation in Michigan.
Speaking on the "Endless Possibilities and Necessities of
Braille" was Dr. Abraham Nemeth, Professor Emeritus, University of
Detroit, and creator of the Nemeth Code of Mathematic and Science
Braille Symbols. Other presentations included "When to Facilitate
Braille Learning" and "Using Braille in the Work Place." Conference
participants included representatives from the fields of education
and rehabilitation, members of the National Federation of the Blind
of Michigan, the Michigan Association of Blind and Visually
Impaired (MABVI), and NFB of Michigan Parents of Blind Children.
Vision and Reading
The following information regarding the vision skills required
for successful reading of print is reprinted from the brochure, "A
Look at Vision and Reading" published and distributed by the
American Optometric Association.
To See to Read: Reading [print] requires the integration of
eight different vision skills: Visual acuity; visual fixation;
accommodation; binocular fusion; convergence; stereopsis; field of
vision; and form perception. Only one is checked by the typical
school eye chart test. Quick eye exams may cover only one or two.
And symptoms of reading-related vision problems are often not
noticeable to parent, teacher, or child. A comprehensive optometric
examination, however, does cover these eight vision skills. It is
a must for every child who is having trouble reading.
Visual Acuity: The ability to see objects clearly. It is
sometimes measured in a school vision screening. The typical school
eye chart is designed to be seen at 20 feet and measures how well
or poorly the child sees at that distance. If a problem is
discovered in the screening, the child should be referred for a
thorough optometric examination.
Visual Fixation: The skill utilized to aim the eyes
accurately. Direct fixation is the ability to focus on a stationary
object or to read a line of print accurately, while pursuit
fixation is the ability to follow a moving object with the eyes.
These complex operations require split second timing for the brain
to process the information received and to track the path of the
moving object.
Accommodation: The ability to adjust the focus of the eyes as
the distance between the individual and the object changes.
Children frequently use this vision skill in the classroom as they
shift their attention (and focus) between their book and the
chalkboard.
Binocular Fusion: refers to the brain's ability to gather
information received from each eye separately and form a single,
unified image. A child's eyes must be precisely physically aligned
or double vision may result. If that occurs, the brain often
subconsciously suppresses or inhibits the vision in one eye to
avoid confusion. That eye may then develop poorer visual acuity
(amblyopia or lazy eye).
Convergence: is the ability to turn the two eyes toward each
other to look at a close object. School desk work is one instance
in which a child depends upon this vision skill.
Stereopsis: is a function of proper binocular fusion. It
allows a critical judgement of the relative distance between two
objects. If an optometric examination reveals poor stereopsis, it
is an indication of incomplete binocular fusion.
Field of Vision: is the area over which vision is possible. It
is important that a child be aware of objects on the periphery
(left and right sides, and up and down) as well as in the center of
the field of vision.
Perception: is the total process responsible for the reception
and cognition of the visual stimuli. A child must integrate all the
perceptual skills for successful school achievement. Form
perception is the ability to organize and recognize visual images
and specific shapes. The shapes the child encounters are
remembered, defined, and recalled when development of reading
skills begin.
Seedlings Braille Books for Children
We have been asked to announce the following:
SEEDLINGS BRAILLE BOOKS FOR CHILDREN announces their new 1995
catalog which will be available beginning September 1, 1994. This
catalog contains over 200 low-cost Braille books for children ages
1-14. Thirty-two new books have been added this year, including
(for preschoolers) print-and-Braille books with "sound buttons" to
push! For beginning readers there are print-and-Braille
easy-readers like Nate the Great and the Sticky Case. For older
children, award-winning fiction is included like Maniac Magee by
Jerry Spinelli and Matilda by Roald Dahl. SEEDLINGS is a non-profit
corporation dedicated to providing high-quality, low-cost Braille
books for children. To receive their free catalog, or for more
information, call 1 (800) 777-8552, or write to SEEDLINGS, P.O. Box
2395, Livonia, Michigan 48151-0395. FAX 1 (313) 427-8552.
Technology for the Deaf-blind
We have been asked to print the following information from
Blazie Engineering:
Blazie Engineering, manufacturers and distributors of
innovative technology for blind and visually impaired people,
introduces the Lite Touch telephone communicator. Designed for use
by the deaf-blind community, Lite Touch consists of the Braille
Lite personal data assistant, the Super Print-E TDD and a tiny
signal detector. Battery-operated Lite Touch is simple to operate
and designed for take-along use anywhere. Together, its three
components weigh less than six pounds and fit easily into a
briefcase or backpack. The Lite Touch telephone communicator is a
joint venture of Blazie Engineering and the Enabling Technologies
Company of Stuart, Florida. For more information about Lite Touch,
or to receive a free catalog featuring Blazie Engineering's
complete line of products for blind and visually impaired people,
contact Blazie Engineering, 105 East Jarrettsville Road, Forest
Hill, Maryland 21050, or call (410) 893-9333.
Activity Balls
Jingle, beep, ring, vibrate, or smellþthe Spring, 1994,
Special Populations catalog from Flaghouse features a wide
assortment of balls for children and youth of all ages and for a
variety of activities. Among this assortment of balls in the
catalog are jingle balls of athletic size and construction in three
styles and prices (basketball, $16.95; volleyball, $14.95; and
soccer ball, $18.95); beeping foam basketballs, soccer balls, and
frisbees priced at $42.75 and $35.00; scented 10" inflatable play
balls, set of 4 $14.95; and thunder balls which vibrate slightly
when the noise-making device is set off by a hard bounce or kick,
three styles and two pricesþ$6.95 and $7.25; and many more. Also
available is a mini-beeper ($28.95) which can be attached to any
surface with velcro or double stick tape. For more information
contact Flaghouse, 150 North MacQuesten Parkway, Mount Vernon, New
York 10550; 1 (800) 793-7900; (914) 699-1900 outside U.S.A. FAX 1
(800) 793-7922; (914) 699-2961 outside U.S.A.
Greeting Cards
We have been asked to publish the following information:
Prophecy Designs now offers the only retail line of full-color
greeting cards with both print and Braille. Vividly colorful
designs by artist Kristina M.L. Nutting grace the front of each of
the 30 various cards, making them appealing to the sighted as well.
Messages range from "Just a note to say `Hello' and that I'm
thinking of you," to "Sending you wishes for a very joyful holiday
season." Many include inspirational quotes from sources such as
famous people, the Bible, or the Talmud. Cards are also available
in large print. For more information or to place individual or
wholesale orders, contact Kristina M.L. Nutting at (207) 529-5318;
or write Prophecy Designs, P.O. Box 84, Round Pond, Maine 04564.
Youth Novel
We have been asked to publish the following announcement from
Jack Wilkinson, author and publisher of Eyes Front:
Eyes Front retails for $9.95. However, a special offer of
$7.95 is available for all members of the National Federation of
the Blind and all subscribers to Future Reflections and the Braille
Monitor. They need only to order these books by writing to: Maine
Heritage Books, P.O. Box 1462, Scarborough, Maine 04074.
The following is a newspaper advertisement for the book from
the Portland Press Herald:
A New Family Novel: Eyes Front, by Jack Wilkinson: A dramatic
novel about a blind youth and his courageous efforts to compete on
his high school track team.
"This beautifully written, heartfelt story vividly rekindled
the years of courage, determination, and perseverance I witnessed
daily as the coach of a former blind runner." þPaul Brogan, South
Portland High School's boys' track and cross-country coach.
"This novel reminds me of when Jack Wilkinson coached me. The
main character is laden with the genuine belief in man's ability to
rise above any obstacle and succeed." þDanny Paul, Coach of Greely
High School's boys' and girls' track and cross-country.
"It has so far proven to be an excellent literary and
educational endeavor." þRobert Leblond, President of New England
Parents of Blind Children.
"The author draws upon a lifelong involvement with kids and
the sport of track and field to develop this story." þGeorge Towle,
University of Southern Maine's women's track and cross-country
coach.
Screen Enlarger
The following item is reprinted from the Winter, 1993/94,
issue of the Braille Spectator, the NFB of Maryland newsletter.
The Coat Hanger Screen Enlarger þby Lorette S.J. Weldon: From
the Editor: Lorette Weldon is the Coordinator of the Study Room for
People Visually Impaired at the University of Maryland College
Park. Although we have no personal experience with the screen
enlargers she describes, she assures us that this screen enlarger
is installed and in use in her study room at the University of
Maryland.
In the advent of on-line catalogs being used in libraries,
many people may have trouble seeing the print on the computer
monitors. They need a screen enlarger. Companies such as Gaylord
(Box 4901, Syracuse, NY 13221-4901) sell screen enlargers, but the
prices can start from $319 to $2,800. These screen enlargers can be
an attachment to the front of the monitor or they can be a program,
like Zoomtext.
This type of device can be developed by anyone at a cheap
price. By using a coat hanger, a clothes pin (or paper clamp), a
size 52 belt (velcro), and a magnification sheet (which can be
obtained at an office supply store like Office Depot), a screen
enlarger can be in your possession for under $2.
In the first step, take the hook of the coat hanger and have
the curl of the hook turn so that it is facing you. Position the
coat hanger so that the body of the hanger is above the monitor's
screen.
For the second step, place the belt over the top of the
monitor so that the neck of the hanger is under it and that the
hook hovers over the belt. Tighten the belt. The tightness should
constitute enough pressure to hold the hanger in place and allow
the hanger to be slid across the monitor.
The third step consists of putting the magnification sheet in
the clamp and attaching both to the hanger's body (hang it on the
wire that is closest to you.)
In the fourth step, move the hanger from side to side to
adjust it to the location that you wish to look at on the monitor's
screen. Focus the magnification sheet by moving it back and forth
with your hand. For more information, call me (Loretta Weldon) at
(301) 270-5803.
Large Print Appointment Calendar
We have been asked to print the following information:
Announcing a "Visually Unique" daily appointment calendar
designed specifically for people who would like to have large,
easy-to-read dates and times, as well as bold lines and plenty of
room to write. The letters (35 pt) and numbers (26 pt) are
easy-to-read without low vision aids. Bolded lines are spaced 3/4"
apart to accommodate large handwriting. Show through is not a
problem when using an easy-to-read black pen such as a 20/20 pen.
This 312-page calendar fits in a 2" or 3" standard 3-ring binder
(not included), and measures 11" x 17" when open. Order by calling
or writing for current pricing information: Visually Unique, P.O.
Box 2841, Dallas, Texas 75221-2841; (214) 416-5568.
MegaDots Users
The following notice comes from Debbie Day, a parent and a
member of the Parents of Blind Children Division of the NFB of
Washington:
I am looking for other parents who are using the MegaDots
print-to-Braille transcription software to prepare Braille material
for their children. Anyone interested in sharing materials, as well
as information on how they are utilizing this program, please
contact Debbie Day, 2604 St. Clair, Bellingham, Washington 98226;
telephone (206) 733-8159.
Braille Product Packaging Directions
We have been asked to print the following information:
National Braille Press: Have you ever bought a packaged food
product, taken it home, and then had to find a sighted person to
read the directions to you? Now, General Foods USA has solved that
dilemma by putting package directions for its many fine food
products into one easy-to-use reference booklet in Braille, called
Product Packaging Directions. Included are directions for products
such as Kool-Aidþ and Tangþ beverages, Jello-Oþ brand desserts,
Shake'n Bakeþ coatings, Stove Topþ stuffing mixes, and many more.
Plus, the booklet comes with an assortment of General Foods product
coupons with a value at least equal to the purchase price of the
book. The booklet, Product Packaging Directions, comes in one
Braille volume and is available for $10.00 from National Braille
Press, 88 St. Stephen Street, Boston, Massachusetts 02115; (617)
266-6160.
Blind Children's Fund Has Moved
We have been informed that the Blind Children's Fund has a new
address. The BCF publishes the VIP Newsletter and numerous other
pieces of literature (see the article on page 26 in this issue),
sponsors national and international conferences and distributes the
innovative materials of Lili Neilsen, Ph.D. The new address and
telephone number are Blind Children's Fund, 2875 Northwind Drive,
Suite 211, East Lansing, Michigan 48823-5040; (517) 333-1725
Missouri Reader Fund Increased
The following item comes from the May, 1994, issue of The
Blind Missourian, the newsletter of the NFB of Missouri:
Governor Signs Reader Fund Bill. þRita Lynch: I am happy to
report that we were very successful with this session of the state
legislature. Our Reader Fund for Blind Students, SB 619, introduced
by Senator Caskey, passed this time with four weeks to spare in the
session and was signed on Tuesday, May 10. This will, of course,
increase the yearly funding for reader services for blind students
from $300.00, which it had been for over 20 years, to $500.00. It
will also enable us to access federal funds for this service. The
third thing this legislation does is to change the process of
applying for funds. One will now be making application for this
service through Rehabilitation Services for the Blind instead of
through the county clerk's office. Passage of this bill was a big
achievement for us [the National Federation of the Blind of
Missouri]. We are especially grateful to Senator Caskey and
Representative Maxwell for their help.