Future Reflections ISSN 0883-3419 Volume 19, Number 4 Barbara Cheadle, Editor Fall, 2000 Contents Which Placement? (Editor's Comments) Kyra's Kindergarten Year by Barbara Matthews National Federation of the Blind State Conventions A Tale of Two Children by Pauletta Feldman and Mary Ann Reynolds Caught in the Middle?Sighted or Blind? by Debbie Stein The Blind Kid's Cane a poem by Jesse Bollinger When a Child Resists Braille by Denise Mehlenbacher Resources for Parents Who Want to Learn Braille Braille Won't Bite a poem by Mingkhwan Zehner Technology, Braille, the Nemeth Code, and Jobs by Curtis Chong Textbooks On Time: Will It Ever Happen for the Blind? by Kristin Cox National Federation of the Blind Resolution 2000-2 1999-2000 Braille Readers Are Leaders Contest Winners Putting the Pieces Together: Humpty Dumpty and Other Touching Rhymes A Book Review by Christine Faltz The Great Tactile Defensiveness Scare by Christine Faltz New Virtual Audio Computer Game for the Blind by Curtis Chong That the Sighted May See by Susan M. Falcone Macy and Her Toys by Crystal McClain Toy Resources Dreams Can Be Realized for the Deaf-Blind, Too by Patrick Cave Leber's Congenital Amaurosis Conference by Betsy Brint Will the Children Remember? by Eric Duffy Hear Ye! Hear Ye! Copyright 2000, National Federation of the Blind For more information about blindness and children contact the National Organization of Parents of Blind Children 1800 Johnson Street * Baltimore, Maryland 21230 * (410) 659-9314 ext. 360 www.nfb.org * nfb@nfb.org * BCheadle@nfb.org Which Placement? A few generations ago the choices about where a child would be educated were simple and relatively uncomplicated; the child would either attend a school for the blind, or he/she would stay home and not be educated at all. Today there are many more options. In fact, the Individuals with Disabilities Education Act (IDEA) requires that the public agency offer a continuum of alternative placements to meet the needs of children who are disabled [§300.552(c)]. Five typical options for blind students are 1. the residential school for the blind, 2. a private or public special education day school, 3. special education classes located in a public school, 4. a public school with a resource room for the visually impaired, and 5. the local public school with the services of an itinerant teacher of the visually impaired. Even among these options many variations are possible. For example, a student may spend half-days in the local public school and half-days in the school for the blind. The student might be bused to a neighboring public school district that can provide the services the local school cannot. Then, there are the less common options of a private school or homeschooling. Although parents are not usually entitled to services from the public school if they choose one of these two options, a number of families elect to go this route anyway. To further complicate the process many families discover that no one option is best for their child throughout the child's school years. Since the law provides that IEP's must be reviewed annually, placements are never set in stone and can be revisited every year (or more often) if need be. With all these possibilities, how do parents decide what is best for their child and their family? In this issue, parents Barbara Matthews (?Kyra's Kindergarten Year?), Pauletta Feldman, and Mary Ann Reynolds (?A Tale of Two Children?) talk about the choices they made and why. Although these parents chose different paths, there are common threads that run through each story. I think readers will find these articles instructive, useful, encouraging, and, yes, comforting?there are others out there who do understand what you are going through! Barbara Cheadle, Editor Kyra's Kindergarten Year by Barbara Matthews Editor's Note: Barbara Matthews, as she mentions in her article, became acquainted with the NFB and the NFB philosophy when she attended an NFB National Convention about two years ago. She is a woman of intelligence, good sense, and tenacity. All of which means she has considerable capacity to put what she learns into practice. I am delighted that she took the time to share her experiences with our readers. Her story is timely, and her suggestions eminently worthwhile. [PHOTO Caption] Kyra Sweeney on September 8, 1999, my daughter, Kyra Sweeney, started kindergarten at our neighborhood school in a regular classroom in a district where she is the only totally blind student. On June 23, 2000, the school year finished. I decided to write about her experience so that I can perhaps help other parents who face the difficult decision about the right educational placement for their child. Kyra had a strong preschool background and so was probably as well suited for mainstreaming as any blind child. Mornings, she attended the wonderful Blind Children's Center in Los Angeles, where she began learning Braille and cane use. Afternoons, she attended a regular private preschool in Santa Monica where we live. Her experience there varied enormously depending on the teachers and other children in her group. We considered three alternatives for kindergarten. One was the school for the blind in neighboring Los Angeles, where most of her Blind Children's Center friends would go. Another was a Los Angeles school with a VI resource room, located a long way from our home. Third was our neighborhood school around the corner from our home, where Kyra's sister was finishing first grade. We agonized over the decision, and we visited each program. We worried about the importance of having at least some blind friends, but we also worried about a long ride to school every day. We liked the idea of having our two girls in school together, but we also knew the importance of learning the special skills of blindness. Since I work full-time, I worried about whether I would have the extra time I knew it would take to create a program instead of sending her to an established one. We made a tentative decision after meeting with the principal of our neighborhood school, who was very enthusiastic about Kyra and in fact, became an advocate for her needs, as well as my regular e-mail pal. I say ?tentative? because at the time the district did not have a Braille teacher. The district staff talked about bringing in a retired teacher part-time and getting help from the County if they couldn't hire anyone, but I was not convinced. Now I know for sure that a piecemeal system like that would not have worked for teaching Braille. The IEP process was horrible. Other than the O&M teacher (who had worked with Kyra in her afternoon preschool program), no one on the staff had a clue about appropriate goals and objectives or who would provide the services, and their way of dealing with it was to try to brush it off. Fortunately, another NFB family had given us their daughter's kindergarten goals and objectives at the convention the summer before, so we had a place to start. It took three painful meetings, tears, and a lot of persistence to get an IEP put together. We decided to put Kyra with the teacher her sister had for kindergarten and first grade. (All the classes are K/1 combined.) This teacher was most familiar with Kyra and a literacy specialist. The principal reported that this teacher would welcome Kyra in her class. When we first met with her about it, I sensed that she wasn't all that enthusiastic, but I figured I was overly sensitive. I didn't say anything and went ahead with it. We also decided to have a one-on-one aide for Kyra. My husband described what we wanted as a ?stealth? aide. The idea was that she would help all the students, with particular focus on Kyra. We thought, ?Who would turn down the opportunity for an additional aide in the classroom?? We also decided to sign Kyra up for the on-campus after-school childcare program. Our older daughter enjoyed the program very much, and we knew it would give Kyra more opportunities to socialize with other children. Two things happened right before school started that made us optimistic. First, a Braille teacher was hired, and she was great! Second, the principal arranged a training session for all teachers and staff where I talked about Kyra and blindness. I shared the NFB philosophy and the importance of high expectations. I told them how to greet Kyra and shared other tips, so that they would feel more comfortable around her. I told them to talk openly with the students in their classes about Kyra's blindness. This made a huge difference from the beginning in the whole school's attitude toward Kyra. Then the first day of school came and the roller coaster ride began. The first day, things generally went fine. The aide didn't seem to have much training, and she certainly had not been informed of the role we had in mind for her, but the O&M teacher assured us she had worked with this aide before and that it would work out. The classroom teacher didn't always remember to say what she was writing on the board, but we figured she would get it soon enough. On the fourth day, Kyra's homework assignment was to talk about new friends she had made. That's when she broke into tears and said she hadn't made any friends and didn't have anyone to talk to. The next morning, I put out a call for help to everyone I could think of, including the principal, the teacher, and the school psychologist. The principal responded immediately with personal attention and a stroke of genius. She simply introduced Kyra to a girl in another class who was looking for a friend and facilitated a friendship between them. She asked the aide and others to help the two girls find each other at recess and lunchtime. It didn't turn out to be a lasting friendship, but it did break the ice for Kyra. A week or so later the phone rang, and it was the mother of a little girl who wanted to invite Kyra over for a play-date! What a simple thing for most families, but we were thrilled. This broke the ice for me. I remembered the advice I had gotten from the mother of a blind friend of ours who had grown up to be a successful and charming young woman. The mother said, ?You'll have to work much harder to facilitate friendships. You'll have to ask others more than they will ask you. But it's worth it.? So while I learned quickly to limit invitations to those kids who showed an interest in Kyra, I started using weekends as an opportunity to invite other kids for play-dates at our house. I had to plan and monitor the activities more than with my sighted daughter, but it was worth it. After a while, Kyra had a ?best friend? named Lily who lived in the neighborhood. We also signed Kyra up for all the popular activities in the community?soccer, softball, swimming lessons, rock climbing, musical theater. Some worked out better than others. (Fortunately for me, since I was the one who had to run with her, she decided not to continue soccer.) What was important, in addition to the fun she was having, was that other kids and their parents got used to the idea that blind kids do the same things as other kids. But most of the time when I visited the school, I came away upset. The Braille teacher was excellent but frustrated because the classroom teacher was not providing any materials for Brailling. It turned out that advance planning was not this teacher's strength. The Braille and O&M teachers were also trying to figure out the best time to work with Kyra, but it was difficult to get a fixed schedule. At the principal's suggestion, we tried having weekly meetings among the staff providing services to Kyra, but they were poorly attended. I learned that the other kindergartners were having computer time, but no effort had been made to install software for Kyra. I requested a technology assessment, which was done very superficially. It was January before Write Out Loud was installed and the Braille teacher started working with her on keyboard skills. By December, there were still no Braille books in the school library or the public library where the class went once a month, even though we had provided information on the Kenneth Jernigan Library and other sources of Braille books before school even started. When I asked about it, the aide told me the books were ?being catalogued.? I suggested she just take some books from the classroom along when they went to either library, but even this didn't seem to happen. Frequently I would see the aide accompanying Kyra when a classmate would have been more appropriate. The aide did not facilitate socialization, but rather seemed to interfere with it. Also, Kyra did not seem to develop a bond with the classroom teacher the way her sister did, and I wondered how much this was attributable to the aide acting as an intermediary rather than facilitator. But Kyra's reading was progressing and things were going okay, so we went along until two things happened in May, and I blew up. First, after a field trip, Kyra said the person she sat with on the bus was her aide. This demonstrated a complete lack of understanding on the part of the aide about what her job should be (and the teacher should have known better as well). Then, after an IEP meeting where we struggled with the issue of how to minimize pull-out time yet get Kyra the services she needed, I went to see Kyra and found her coming out of the classroom with her aide. I said, ?Where are you going?? The aide said, ?We're going to do some Xeroxing.? I couldn't believe this was happening. The Braille teacher was with me, and she gently suggested that Kyra should go back to the classroom. She later took the aide aside to talk to her about it. I went straight to my computer and e-mailed the principal, the teacher, the O&M teacher, and the school psychologist. I said that even though the end of the school year was approaching, we shouldn't wait to make changes. No one questioned my reaction. I had a long phone conversation with the O&M teacher, who made a couple of simple yet significant suggestions. Most importantly, she said the aide should not sit at Kyra's desk, as she had been doing. Why hadn't I thought of that before? She also said she was developing a daily checklist for the aide and asked for my suggestions. It took a few more conversations, but there finally came a day in June when I took Kyra to school and came away happy. The aide had a desk of her own. When Kyra arrived, she came over and said hello then went back to what she was doing, leaving Kyra to accomplish her now familiar morning routine on her own. When she needed help finding something, a boy in the class helped her. She talked with others about the right answer to the daily survey question. A few days later, she came home very excited to report that the library had Braille books! Finally, progress had been made. But the agonizing decisions continue to arise. After much thought and consultation with the principal and the Braille teacher, we decided to put Kyra in a different teacher's class for first grade. This teacher-student taught in Kyra's class this spring, and Kyra loved her. The principal reported, after approaching her with the idea, that this new teacher would be honored to have Kyra in her class. When I e-mailed the teacher she responded that she would love to have Kyra and assured me that she is very well- organized. She said she wouldn't want Kyra to miss anything because she hadn't gotten the materials Brailled. But we still worry about taking Kyra away from the friends in her old class and putting her in a new environment. We also decided not to request a different aide. While the one we have isn't ideal, she has shown a willingness to listen and learn, and she has a good heart. Also, few aides in the district are highly trained, and we might get someone worse. Instead, we provided in the new IEP for the aide's time with Kyra to be reduced to three days a week by the end of first grade. Our goal, of course, is to eliminate the need for an aide entirely. Bottom line: I think we did the right thing in mainstreaming Kyra. I think she is much more of a regular kid than if she were to go to a special school. I love the fact that we run into her friends at the park and the market, and she loves it, too. And she certainly is changing what it means to be blind in the minds of her classmates and their families. No one at school tells us the philosophy of the NFB is ?radical.? It is simply accepted. But making it work takes more time than I ever could have imagined. We were very lucky to get a Braille teacher who pushes Kyra to her limits and to have a principal who loves a challenge. Without these key people, the balance might tip the other way. Every child and every situation is unique. But for anyone facing the critical educational placement decision, here is what I can offer from my vast experience of one year: 1. Look for enthusiasm about your child. It counts more than experience. This applies to teachers, principals, after-school programs, etc. If it's missing, consider alternatives. 2. In a teacher, look for organization and advance planning. Without it, true inclusion is impossible for a student who needs adapted materials. 3. Remember when you knew nothing about blindness? That's where most people are in their thinking. So, provide training for everyone you can, especially the teacher and the aide. For the most part, your efforts will be appreciated. 4. Look for avid e-mail users, and use it yourself. I don't know how we could have done without it. It lets you communicate with several people at once, and it eliminates telephone tag. It lets people respond when it's convenient, rather than when it's an interruption. 5. Socialize. Be part of the school community. Invite people over. Show them that you expect your child to be included in social activities, and they will respond accordingly. 6. Trust your instincts. If you have a feeling it's not right, it probably isn't. National Federation of the Blind 2001 National Convention Philadelphia Marriott Sunday, July 1, 2001 - Saturday, July 7, 2001 1201 Market Street * Philadelphia, Pennsylvania $55 for singles; $65 for doubles, triples, and quads.;14% tax. For reservations call (215) 625-2900 NOTE: The annual day-long seminar for parents of blind children, sponsored by the National Organization of Parents of Blind Children (NOPBC), will be conducted on Sunday, July 1. Other NOPBC-sponsored events for parents, teachers, and children will also be scheduled throughout the week. National Federation of the Blind State Conventions The National Federation of the Blind is a volunteer membership organization with affiliates in every state plus D.C. and Puerto Rico. These state affiliates are, in turn, made up of local chapters. Each state affiliate of the NFB holds an annual convention to elect officers and to discuss and conduct the business of the organization (see list of dates and locations of state conventions at the end of this article). The typical convention agenda includes speakers from agencies that serve the blind in that state, inspirational presentations from blind people who have overcome obstacles, a report from a National NFB Representative, a banquet, a dance or other social event, and perhaps a special luncheon or workshop on specific concerns of blind people and/or parents of blind children. Although accurate, that's a rather stuffy description of what can be a very uplifting and exciting experience for parents and their blind children. State NFB conventions are a great place for kids and their parents to observe many different blind people reading and writing Braille, using canes and dogs to maneuver throughout the hotel, eating in the restaurants, handling money, socializing, and working together to solve the common problems they face. The experience becomes even more meaningful when parents and kids join as members and participate fully in the convention proceedings. Even ordinary convention tasks, such as helping in the hospitality room, can have carry-over benefits in other aspects of life. That's what Brek Erikson, a young man from Idaho, discovered. Here's Brek's description, reprinted from the Spring, 1999, issue of the Gem State Milestones, the newsletter of the NFB of Idaho, of his ?Experience in the Hospitality Room? at the NFB of Idaho State Convention: Experience in the Hospitality Room by Brek Erickson When it came time for state convention this year, I was asked if I might be willing to help in the hospitality room. I thought that this might be a good way for me to serve as well as develop some of my talents. I had to fill plates and tubs when they ran low. I had to know where the different kinds of soda were and had to be able to direct people to the trashcans. I also greeted people who entered the hospitality room and made sure that the environment was welcoming and pleasant. A week after the state convention, my school was sponsoring a Job Fair. I volunteered to help. I did not know what my assignment would be, but I knew that I had to be ready early that morning so that I could help wherever I was needed. When I arrived at the Job Fair, the leaders did not know where they could put me to work. I heard that there was a student hospitality center, and there was no one yet who was operating that checkpoint. I spoke to the leader of the Job Fair and asked if I may be of help in this area. I worked the Student Hospitality Room with no difficulty for the entire time. I filled plates when they were empty, and I was able to tell people the different kinds of soda that were available. I made sure that guests signed the hospitality book. If it were not for my experience at the state convention, I would not have known that I was able to handle such a responsibility. Here is a list of the NFB State Conventions from Summer, 2000, through Spring, 2001. Specific dates and/or locations were not available for every state at this time. To get that information as it becomes available please contact the National Federation of the Blind 1800 Johnson Street Baltimore, Maryland 21230 (410) 659-9314 * Alabama March 9, 2001. Huntsville. Alaska Arizona October 13-14, 2000. Tucson. Arkansas September 29-October 1, 2000. Fort Smith California November 3-5, 2000. Crown Plaza Hotel, Foster City. Colorado October 6-8, 2000. Pueblo. Connecticut November 4-5, 2000. Waterbury. D.C. Early spring, 2001. Delaware November 3, 2000. Dover. Florida September 1-3, 2000. Sheraton, Griffin Road, Fort Lauderdale. Georgia May 18-20, 2001. Albany. Hawaii September 23, 2000. Holikoa Hotel, Honolulu. Idaho Spring, 2001. Boise. Illinois November 3-4, 2000. Springfield. Indiana October 13-15, 2000 Holiday Inn, Indianapolis. Iowa September 22-24, 2000. Five Sullivan Brothers,Waterloo. Kansas October 27-29, 2000. Days Inn, Topeka. Kentucky November 3-5, 2000. E. Gate Holiday Inn, Cincinnati, Ohio (Joint convention with Ohio). Louisiana Spring, 2001. Maine October 14-15, 2000. Portland. Maryland November 17-19, 2000. Ocean City. Massachusetts April 6-8, 2001. Holiday Inn, Worchester. Mississippi March 31-April 1, 2001. Doveport. Missouri April 6-8, 2001. Montana May 18-20, 2001. Nashua. Nebraska October 6-8, 2000. Best Western, Omaha. Nevada May 18-20, 2001. Las Vegas. New Hampshire November 17-19, 2000. Manchester. New Jersey November 10-12, 2000. Holiday Inn, Clark. New Mexico Spring, 2001. New York November 10-12, 2000. Holiday Inn by Rochester airport. North Carolina September 15-17, 2000. Sheraton, Raleigh. North Dakota Spring, 2001. Ohio November 3-5, 2000. E. Gate Holiday Inn, Cincinnati. (Joint convention with Kentucky). Oklahoma April, 2001. Oregon October 20-22, 2000. Florence. Pennsylvania November 10-12, 2000. Alkaline Hotel, Erie. Puerto Rico November 18, 2000. Rhode Island October 21, 2000. Holiday Inn, Providence. South Carolina August 4-5, 2000. Sheraton, Columbia. South Dakota April, 2001. Sioux Falls. Tennessee March 9-11, 2001. Knoxville. Texas Spring, 2001. Utah March, 2001. Vermont October 27-29, 2000. Virginia November 17-19, 2000. Holiday Inn, Winchester. Washington October 6-8, 2000. Olympia. West Virginia September 15-17, 2000. Ramada, Charleston. Wisconsin November 10-12, 2000. Howard Johnson, Madison. Wyoming Fall, 2001. Riverton. A Tale of Two Children by Pauletta Feldman and Mary Ann Reynolds [PHOTO: caption] Pauletta Feldman Reprinted from the VIPS Parents Newsletter, volume 11, number 2, Louisville, Kentucky. Editor's Note: Pauletta Feldman has written a number of articles that have appeared in the pages of Future Reflections throughout the years. Readers may remember her delightful account of her experiences at the NFB National Convention from the 1999 Convention Report issue (volume 18, number 4). I was only recently introduced to Mary Ann Reynolds, but was immediately struck with her sincere warmth and her openness to new ideas. The following article, co-written by Pauletta and Mary Ann, was originally published in 1995 in the VIPS Parents Newsletter, a publication of the Visually Impaired Preschool Services in Louisville, Kentucky. I was curious about what had happened in the five years since they wrote it, so I asked them if they would do an update. They graciously agreed, and their updates conclude the article. Here, now, is Pauletta's and Mary Ann's ?A Tale of Two Children?: On the surface, Mary Ann and I may seem very different in that we have chosen what appears to be two diametrically opposed school placements for our blind children. But we are not very different at all in the hopes and dreams we have for our children?we have just chosen different paths to help our children achieve them. The existence of placement options expands the current and potential opportunities our children have available to them, and we have taken advantage of these options. Mary Ann's daughter Ashley and my son Jamie have been at two opposite ends of a continuum of services that exists for the education of blind children. Ashley, who is eight and in third grade, has been in a fully inclusive, public school classroom since kindergarten. Jamie, who is ten and in fourth grade, has attended the Kentucky School for the Blind since kindergarten as a day student and this year is in a half-day placement at our neighborhood school. Parents often ask Mary Ann and I about our children, their schools, and why we've made the decisions we have. That's the purpose of this article?to share with all of you who are, or will be, struggling with the same decisions we have faced. But as a prologue, we want to say that nothing is written in stone. What works one year for your child may not work the next. The important thing is that parents are aware of the options and know that we may choose from any of a variety of combinations to produce the best educational situations for our children. We need to know our children, their strengths and needs, and to know what's out there in order to make good decisions. Our Dreams Mary Ann Our dreams for Ashley are the same as for our other two children: to grow up to be somebody special and unique, whether that is to be a homemaker, a teacher, a doctor, or whatever. We both want her to be happy. Some people hope and dream for jobs, independence, etc. I guess I expect that to come. When Ashley was born, she had a severe heart defect. Two years and three surgeries later, the worries of various abnormalities, the fear of hearing problems, and the diagnosis of ?blindness? all but shattered our normal dreams. As sadness and abnormality creeped in, we longed for happiness and normalcy. I guess I'm still developing those dreams as she grows. She wants to be a preschool teacher. If she dreams about being a teacher, that's what I dream for her. I want her to grow up, go to school, have friends, go to college, fall in love, marry, and have her 2.5 kids. That's my dream. Pauletta It's hard to describe all of the dreams I've had for Jamie. Some of them have remained the same and some of them have changed over time. (For instance, I don't think he'll turn out be a classical violinist?he wants to be a rock star!) As a matter of fact, Jamie has lots of careers in mind and wishes he could do them all at once?be a librarian (like his Dad), a writer, a cook in a restaurant, a teacher, an actor, a disc jockey, and a musician. When he was five he wanted to be a fireman (I could see the headlines, ?Blind Fireman Rescues Woman from Burning Building!?) and a policeman. Mainly, I want a happy and productive life for Jamie. I want him to be employed and on his own someday. I'd like for him to be able to go to college. But most of all, I want him to believe in himself so that he will have the gumption to pursue his own dreams, whatever they may be. Preschool Placements Mary Ann Ashley began attending preschool when she was four. Options were limited five years ago, more so than they are today. I looked for a regular preschool that would allow her to be around other children. I looked for over a year, honest! I found TWO places available. People actually hung up on me when I mentioned ?blind.? People wouldn't return my calls. I was hurt. I loved my child and wanted others to love her, too. I wanted her to enjoy preschool and learn things that I could not provide in the home. VIPS had provided intervention in the early years and through Melinda, an intervention worker, we got hooked up with Tully Preschool. We were welcomed with open arms. When we visited, the other children walked Ashley around to show her the room. After that, I knew this was the place. Pauletta Jamie started out at Christ the King Montessori Preschool two days a week when he was two-and-one-half years old. When he was three we switched to Kenwood Montessori, which was closer to home and where my older children had attended. There were new teachers and directors at Kenwood who wanted to build the school. They learned about us through a consultant teacher at Christ the King, and they came to us to recruit Jamie! That was wonderfully refreshing, since I had felt that I had to ?sell? him just to get anyone else to give him a try! I ended up working at his preschool as a teacher's aide, so I got to see firsthand the great things he was doing and learning. The school offered lots of hands-on multisensory learning experiences. It was an environment in which Jamie was cherished. Preparing to Make a Kindergarten Placement Decision Mary Ann Ashley's preschool years were great. Tully had an all-day program and offered kindergarten in the afternoon. Because of that, she automatically remained another year. As time went by Ashley learned the school building inside and out (she started cane training at age four). Before using the cane, Ashley would run through the halls, never worrying about bumping into other children. I soon learned that Ashley, being half the other kids' size, needed her own independence so she could get on with learning. Because Tully is all on one level (not to mention its educational benefits) and Ashley was tiny, had heart disease, and was too brave for her own good, we decided after much thought that it was in her best interest to remain there. Our neighborhood school where my older children attended had turned Ashley down for preschool. After that, I realized that it was up to me to find and give her the best possible option. Pauletta I talked to a lot of professionals. I talked to lots of blind people. I tried to find out everything I could about all the special adaptations a blind child would need to succeed in life. I tried to come to grips with what were Jamie's greatest areas of need and what were his particular strengths. I believed that learning the skills of blindness would be key to his future success. And then I visited schools to compare program strengths with Jamie's needs. Jamie could have stayed for kindergarten at Kenwood Montessori, where there was a very strong mutual attachment. But I wanted to know what else was out there. I visited public school programs, one where there was a resource teacher and resource room for visually impaired children. I visited the kindergarten at the Kentucky School for the Blind (KSB), and knew immediately, in my gut, that this was where Jamie needed to be. (To enroll at KDB vision must be a child's primary disability, and the child must possess communication and basic self-help skills.) Why We Chose the Schools We Did MaryAnn Because our neighborhood school would not take Ashley during her early training years, it really was not in her best interest to move her two years later. At Tully, she knew her way around and could independently move to where she needed to go?art, music, PE, lunch, etc. Now she could concentrate on academics and not just learning a new building. I taught elementary school and knew how important those early learning years were. I felt it's going to be hard enough?let's not make it any more difficult than it has to be. I thank God it worked out. She is at Tully to this day and will remain until she graduates from the fifth grade. Pauletta There were many reasons we chose KSB. Jamie is almost totally blind with just a little light perception. I was very concerned that he develop good Braille skills. Jamie was also physically delayed and had poor upper body strength and fine motor skills. At KSB, he could participate in adapted PE daily, and the kindergarten program focused on fine motor development and pre-Braille skills. While Jamie was in preschool, his social skills had not progressed as I had hoped. He was a very passive child. I was afraid that he would not do well in a large class?not come out of himself and not stand up for himself?so the smaller class sizes at KSB were attractive to me. I also thought it was important to his developing self-image for him to have blind friends and role models. He has been at KSB for almost six years now. However, we have begun easing him into our neighborhood school. That has been a wonderful process that could be the subject of a whole different story! What Their Placements Have Been Like Mary Ann Ashley is a popular girl and has numerous friends. Because many of the Tully children live in the community, she is able to meet with them on the ball field, in the grocery store, etc. The variety of activities in our community help others to see Ashley leading a normal life, and the kids know she is part of their broader world, too, not just a part of the school. This creates friendships. Ashley has always had the help of an itinerant teacher of the visually impaired (TVI). In the early years, the TVI would Braille stories in Grade I Braille (alphabet letters with no contractions) because the American Printing House for the Blind (APH) only produced early reading materials in Grade II Braille (with contractions). Even her preschool teachers helped her with Braille, and she had Braille labels for just about everything, even the fish tank! Ashley has kept many of her friends from preschool, often recognizing their voices in the hall. When she was younger, she enjoyed stopping and talking to all the teachers. She learned so much about those around her. Because many of the children already knew Ashley, they did not over-help her, but knew when to help and when not to. They still do this. Ashley is learning how to request help and hopefully how to give it back. Her teachers have been wonderful. Her primary teachers' classes have been right next door to each other. She has had the same locker for three years. How's that for consistency! Finally, I can drop her off at the side door, and, like everyone else, she walks to her locker, puts her things up, and goes about her business. People at Tully are warm and caring. There is always a friendly welcome when she enters the door every morning. Ashley has had to miss some things occasionally to fit her special classes in. One year she fussed at me every morning because she had to miss PE to have her cane lesson. Her sister even informed me that PE was Ashley's favorite class. I told Ashley I remembered when I taught, and all the kids said their favorite classes were PE and lunch, and at least she didn't have to miss lunch! We soon learned that for every loss there was usually a gain. Her TVI has been wonderful. I am so thankful for her patient endurance and sense of humor. She has communicated regularly with us over the years and helped Ashley learn so much. She has provided extra tutoring, daily balancing of hours for Ashley between resource room and classroom, and even helped Ashley get a computer system from the Lions Club. She has been a real source of support for me. Her specialized training in vision and experience with integrating other blind children has given us confidence and hope. Pauletta Jamie started cane training in preschool and was able to continue with the same O&M instructor at KSB. Since kindergarten, he has received regular O&M instruction from three times each week for individual lessons to group classes with his other classmates to work on residential travel and quiet street crossings. There has been a lot of class changing at KSB, so there are lots of opportunities for Jamie to practice travel! He must travel to different buildings to participate in music, PE, and to go to lunch. Each year, his O&M instructor has worked with him on his schedule and routes. Through third grade, Jamie had adapted PE and instrumental music daily. Daily living skills have been built into the curriculum. Jamie worked on the Patterns series for learning to read and write Braille. (Patterns, available from the American Printing House for the Blind?APH?are a systematic and sequential process of introducing the 178 Braille contractions.) Jamie was introduced to the slate and stylus, abacus, and computer in first grade. However, it is only this year that he has finally become proficient with them. He is using the computer more and more for writing, learning the basics of word processing, and getting introduced to computer bulletin boards. He has gotten to be in three full-costume, musical productions?last year he was Gepetto in the primary grades' production of Pinocchio! Seeing the kids act on stage was such a gift. It was something I had never imagined blind children would be so good at doing! KSB has been a real support system for me. Jamie's teachers have always been accessible and welcomed my input. They have been almost another extended family! Jamie spent a second year in third grade last year to hone some skills and to do some maturing. It also seemed a good time to explore new possibilities. We were feeling that his skills were now strong enough to move into a more integrated educational placement. Last year, after Christmas, he started attending our neighborhood school, Semple Elementary, one day each week. Our primary objective for this little experiment was social. We wanted Jamie to begin to adapt to a different learning environment and to make more friends in our neighborhood. There was mutual visitation between schools and a truly wonderful collaboration between the Jefferson County Vision Program (JCPS), KSB, and Semple administrators and teachers to make sure Jamie had what he needed. I think this easing-in process really paid off for both ourselves and Semple, giving all of us the support and time we needed to work into a comfortable relationship. This year, Jamie is going half-day, each day, to both schools. I couldn't be more proud or appreciative of my little neighborhood school, which has taken my little interloper and made him one of their own! Plans are for him to do the same for fifth grade. He has a long day, getting on the bus at 6:30 a.m. to KSB, where school starts at 7:30 a.m. for language arts and math, then back on the bus at 11:30 a.m. to Semple, where he has lunch and spends the afternoon for science and social studies until 3:20 p.m. He has music, PE, and computer at both schools. His JCPS itinerant teacher of the visually impaired has been wonderful and works with him three to four afternoons each week. His O&M instructor from KSB has worked with him on learning his way around Semple and is now working on walking between school and home. Have There Been Disadvantages? Mary Ann I've talked about the advantages. The disadvantages are that Ashley has little opportunity to meet and get to know other blind children. We sent her to KSB summer school, and she enjoyed that experience and enjoys meeting VIPS children. I am sure she has many questions she will ask another blind child when given the opportunity. We all need someone who understands. Ashley is attracted to many of the children and people in our church who have special needs and enjoys getting to know them. Pauletta There are always trade-offs. The main disadvantage of Jamie's placement has been that he hasn't gotten to know many children in the neighborhood and hasn't had to deal with typical classroom situations where there are many students and distractions. But I think we are working on these with the dual-placement. Filling in the Gaps MaryAnn Because some things may need extra attention or explanation, we all try very hard to provide as much information as possible to help Ashley understand and experience things in life. Instead of talking about the park, we go. We make cookies a lot and talk about measurements. When they are talking about specific subjects in school, we try to find opportunities to increase her understanding. We provide as many ?real? experiences as possible. She has a ?preschool? in the basement with real cubbies and activities and she, her sister, and their friends learn a lot in ?their classroom.? I try to buy tapes and allow more music than usual and know that it is important to her. It is scary living on a busy street and having a daughter who is too brave for her own good. But hopefully, she will grow up and learn to be wise in her independence. Pauletta Will we ever be able to fill in the gaps? There just don't seem to be enough hours in the day! I couldn't ask for more from the education that Jamie is receiving in school! He's getting all the academics plus working on many blindness-specific skills. Jamie has to master writing in three forms (Braillewriter, slate, and keyboard). He needs to work on handwriting so he can sign his name. But there are still so many gaps in his knowledge and skills. We spend three times the amount of time another sighted child would spend on science and social studies?talking while we read, creating impromptu models to build on his concepts. Homework can take a lot of time each day, especially now that he's in fourth grade. With KIRIS testing coming up, he will be staying for extended school days to practice open response tests and performance events. He also needs down time, time for friends, time to learn to do things for himself. We fit in everything we can, but we also keep in mind that he needs time to be just a kid. And we need time to be just a family! Happy Now? Mary Ann Maybe we all just appreciate the little things more and that makes us all smile a lot. Yes, we are very happy. [PHOTO: caption} Ashley Reynolds with her violin. Pauletta Jamie's a great kid, he has fantastic educational services, and we have wonderfully supportive teachers. How could we ask for more? The only ones who can really determine what will be best for your child is you and your child with the help of supportive professionals. There are creative solutions to problems. There are combinations of services that can be developed to meet your child's unique needs. The best advice we can offer about pursuing service options for your child and making them work is this: Don't be afraid to dream. Don't be afraid to look at many possible paths to the same end. Be creative. Be flexible. Be willing to compromise. Know which battles are worth fighting, and save your energy for those. Try to solve problems at the school level without alienating your support base?fragile relationships can become strong ones when they are given time to grow. Your child's teachers can be your strongest allies. 2000 Update Mary Ann Well, after 14 years in our local public school system, we have decided to make a huge change?Ashley will attend the Kentucky School for the Blind this fall. Over the past two years she has spent many days after school just hanging out with the other kids at KSB, while attending the local school in her area. Over the years I have been intrigued with the changes that children go through once they become teen-agers. Boy, do they change! Ashley's teen-age personality is blossoming, and she is beginning to have a mind of her own. Part of her growing out of her cocoon is dealing with her blindness and all of the issues involved with it?accepting blindness as part of yourself and being proud of who you are. At KSB Ashley will meet other students who share the same challenges. She has never had this opportunity in an integrated setting. Don't get me wrong. I am not comparing the two settings. I am not advocating for or against either setting. I am merely sharing the experiences of my child. She is changing, and her needs are changing. My dream for Ashley is that she will grow strong wings and fly like a butterfly into the world as a happy and productive individual. But, right now, being in school with other blind peers will enable her to share common experiences at the academic and recreational levels. She is enjoying the conversations with the other students on issues related to their blindness. This is a new experience. We are excited to see how it will progress. For now, we are just going to take it one day at a time and see what happens. Each year is a new adventure. Looking over the horizon, I see Ashley on the road to independence. Pauletta A lot has happened in the five-and-one-half years since originally writing about Jamie's school placement in the VIPS Parents Newsletter. Jamie is now a sophomore in high school! Just to update, Jamie continued in a dual placement through eighth grade with KSB and our public schools, first at Semple Elementary and then at Barret Traditional Middle School. Sixth grade was rough?Barret had never had a blind student and was not accustomed to making accommodations. Their motto was, ?Students adapt to us, we do not adapt to students.? We knew that going in and believed that only minor adaptations would be required. Probably the hardest adaptation, which was also the biggest help, was for classroom teachers to learn how to team-teach with Jamie's vision itinerant. Barret teachers were not used to working with itinerant teachers. However, by seventh grade, things were running very smoothly. And by eighth grade, when Jamie graduated, the principal and teachers told me that one of the hardest things about losing Jamie (they had come to LOVE him) was losing his vision itinerant! The experience turned out to be a wonderful opportunity for growth for Jamie and for students and staff at Barret. While Jamie had EXEMPLARY services from our public school system, we continued to be a KSB family, too. Over the years, Jamie had made so many wonderful friends there. A disappointing aspect of his public school experience was that friendships at school did not transfer to after school hours. Jamie tried and we tried, but with the exception of one young man, Barret friends stayed at school. So, for his freshman year, Jamie went back to KSB full-time. He stayed part-time in the dorm to have more of a social life after school. That worked very well. This year he is living at school through the school week. That's been really rough for us. We've had to let go big time?let go of overseeing schoolwork on a daily basis, let go of having our youngest child at home! But Jamie is making us let go as he moves toward greater independence. He now has the active after school life that all teen-agers want. He does jazz band after school; he's on the track team and has daily practice; he broadcasts and trains other students for the school radio station; and somewhere in there, he fits time to study and just hang out! The path we are taking in raising Jamie and ensuring that he receives a good education will continue to be one with many forks and detours. Our resolve is to continue to be open to, and flexible in, making whatever adaptations are required to meet his changing needs. Caught in the Middle? Sighted or Blind? by Debbie Stein Reprinted from the Spring 2000 edition of The Braille Examiner the newsletter of the NFB of Illinois, under the title ?Meet a Fellow Federationist: Carmen Dennis.? When you're a partial, you're caught somewhere in the middle,? says Carmen Dennis. ?You can spend your whole life deciding whether you're sighted or blind.? Carmen has faced this dilemma over and over throughout her life. Some said she didn't have enough vision to study or to work; others have ridiculed her for using a cane because she ?sees too well.? Claiming her identity as a blind person has been a major theme in her life. Carmen Sepeda grew up on the east side of Joliet, Illinois, sixth in a family of eight children. Her parents were Mexican, and she learned Spanish as her first language. From early childhood she had low vision due to a condition that was eventually diagnosed as Rieger's syndrome. When Carmen's mother tried to enroll her in the local kindergarten, the school refused to accept her. The teacher claimed she didn't see well enough to read or write. No one told Carmen's parents about Braille or special education for blind children. So Carmen stayed home while her brothers and sisters went off to school. She listened as they did their homework and learned as much as she could. One day when she was eight Carmen made up her mind to write just like everyone else. She took a crayon and copied the printing from a colorful box, practicing one word over and over on the bathroom wall. The word, it turned out, was KOTEX! Carmen was in trouble, but for the first time her mother realized that she might be able to learn reading and writing after all. Shortly after this incident Carmen's parents divorced. Her mother could not support all of the children on her own. Carmen and her younger siblings were sent to the Guardian Angel Home, an orphanage in Joliet. The upheaval was traumatic, but in the long run the orphanage proved a Godsend. The staff recognized Carmen's abilities and let her attend the small school on the orphanage grounds. Using a magnifier she could read the large print in the first and second grade primers. But as she advanced in school the print grew smaller. At last the teachers felt she could go no farther without special help and sent her to the Illinois School for the Blind (now the Illinois School for the Visually Impaired) in Jacksonville. Carmen entered the school for the blind in September, 1956, at the age of ten. She was placed in a ?sight-saving class,? because the staff said she had too much vision to need Braille. However, she struggled to read her large-print books and begged to be taught Braille as an alternative. At last her teacher agreed to let her try Braille for three months. If she failed to master it in that time, they said, she would have to go back to using print. Carmen took up the challenge. She found Braille much less tiring, and was able to use it for most of her subjects. However, the school still insisted that she use print in her math classes. As time passed Carmen became fluent in both print and Braille. At school Carmen discovered a great divide between students with low vision and those who were totally blind. Most of her friends were ?partials.? Partials had special privileges and responsibilities and looked down on the ?totals.? A few of the totally blind students were independent and adventurous, and Carmen enjoyed getting to know them. But these were the exceptions. Most of the totals lacked basic social skills. They needed help to cut up their meat and butter their bread in the dining room. Partials were allowed to go shopping in town on Saturdays, but they were assigned to take some of the totals along. No one used a cane, so the partials had to lead the totals by the arm. Blindness meant helplessness and dependence, and Carmen didn't want anyone to think of her that way. She didn't want to be labeled as blind. While she was at the state school, Carmen began cutting hair and giving permanents to the other girls. She decided she would like to become a beautician and even took a cosmetology class at the nearby school for the deaf. Only one other student from the school for the blind had ever taken this course. Though she was never able to pursue this career goal, she still cuts and sets hair for family and friends. After graduation Carmen talked to a counselor from the Department of Rehabilitation Services (DORS) about her future. The counselor told her to go to Chicago for further training at the Illinois Visually Handicapped Institute (IVHI), now ICRE-Wood. Carmen had no idea how to use a cane and had never been to the big city before. A counselor from IVHI promised to meet her at the bus station. But when Carmen arrived, no one was there to meet her. She waited and waited, growing more anxious by the minute. Finally she left the station and found a Walgreen's with a pay-phone. At last she spoke to the missing counselor. He said he had been at the station, but he failed to recognize her because she didn't look blind. She was standing straight and alert, and he expected blind people to have their heads down. Carmen spent eight months at IVHI, where she learned Dictaphone typing and a bit of cane travel. She obtained a folding cane, which she unfolded whenever she had to cross a busy street. As soon as she reached the far curb she would fold her cane again and hide it in the sleeve of her coat. From IVHI Carmen went to the Chicago Lighthouse for a course on medical transcription. She did well in the class, and the Lighthouse placed her in a job at the Illinois State Psychiatric Institute. After a trial period, however, she was terminated for problems with spelling. Her supervisor told her to go back to the Lighthouse for more training. ?When I went to the Lighthouse again, the counselor got really angry,? Carmen recalls. ?I asked for more training, but she said I didn't ask nicely. It seemed like she wanted me to get down on my knees and beg.? Carmen left the Lighthouse and never went back. She determined to find work on her own. But job-hunting proved harder than Carmen expected. She survived on Social Security and shared a furnished room with a girlfriend. During this turbulent time she became pregnant and gave birth to a daughter, Penny. Penny's father, who was blind, ran a cafeteria through the vending program sponsored by DORS. During their six years together Carmen handled his bookkeeping and learned the business. In the summer of 1973 a blind friend, Pat Wolthoff, invited Carmen to the National Federation of the Blind convention in New York City. Hotel rooms were only $8.50 a night, so she could afford to go. At convention, Carmen was astounded to see so many blind people moving about independently. One day she stood by the glass doors of the hotel and watched people streaming in and out, all of them using long white canes. Many of these cane-users were partials. Carmen realized she wanted to move with that degree of ease and confidence herself. She started using a cane that day and has never hidden it again. For Carmen that convention was a transforming experience. She met dozens of blind people who led interesting lives and were fun to be with. For the first time in her life she felt it was respectable to be blind. The following year Carmen completed official training for the DORS vending program. Because of her travel skills she was able to work as a substitute manager at stands, snackbars, and cafeterias all over the city. She was told that she was the best substitute in the program. She was assigned her own cafeteria, at Belltone Electronics, in 1975. She is now assistant manager of a candy stand at the Richard Daley Center in Chicago. In 1980 Carmen married Charlie Dennis whom she met through the vending program. Their daughter Kristy was born in 1981. Carmen Dennis is a stalwart member of the Chicago chapter of the NFBI. She is one of those dedicated members who keeps things running smoothly by working behind the scenes. At state conventions she labels rooms in Braille, and for twenty years she Brailled the menus in the convention hotel restaurants. Since 1977 she has stored the affiliate's supply of Braille literature in her home. She handles the literature table at chapter meetings and at state conventions. It means she does lots of organizing and a lot of heavy hauling. ?I feel I've had to make a choice,? Carmen says. ?I've had to choose whether to be accepted as a blind person or to get people to accept me as a sighted person. I made that choice when I started to use my cane. The first time one of my sighted friends saw me she said, `What have you got that thing for? You don't need that!' And I told her, `Yes, I do need it, and I'm going to use it, because I'm blind!'? The Blind Kid's Cane by Jesse Bollinger I am a blind kid's cane. I hate it when I'm tapped against the ground. I hate getting stuck in the cracks of the floor and bumping into legs. Oh, No, No, not the wall! Wack! Ou-Ou-Ouch! But sometimes I'm happy like when he lays me on Mrs. Mitchell's floor and I fall asleep. One more thing...I love being rolled across the floor by Jesse's foot. It makes me laugh. Jesse wrote this poem when he was 11. He lives in Pennsylvania and is now 15, and, as his mother wrote, ?has gone through many a cane.? When a Child Resists Braille by Denise Mehlenbacher Editor's Note: What can teachers or parents do if a child resists learning Braille? Denise Mehlenbacher, a teacher of the visually impaired and an avid advocate for Braille, recently sent me this article about her experiences with a low-vision child who balked at learning Braille. Ms. Mehlenbacher, by the way, has written other articles for Future Reflections under the name of Staulter. She currently works in Washington state as a teacher in a school district that, she reports, ?supports my endeavors to create literate individuals.? Here is what Denise Mehlenbacher has to say about a child who resists Braille: Last year one of my first grade students fought learning Braille from the day I began instruction with him. He had started Braille lessons in kindergarten with my colleague, but he failed to retain any of his Braille skills from the prior year. The former teacher told me that he began to resist learning Braille toward the last few months of school. Consequently, I had to start over with Grade I Braille. He is a very bright boy and has the potential to stay up with his classmates, but continually fought the idea of learning this skill. He wanted to prove that his eyes were good enough to see and do the work. He ended up with many back and neck aches from leaning over his work, and he became depressed because he could not finish it. Much of last year, when he came to me for his Braille lesson, he would be upset about something that had occurred in class. He would start to talk about what happened, but then he would end up talking about how he was losing his sight, how that bothered him and made him a ?bad boy.? We could not even begin our lessons until he got this off his chest. His classroom teacher would call me and tell me how he was laying his head on his desk, refusing to do his work. He was often depressed, and although he could talk about his situation, he could not pinpoint why he was always getting into trouble. This student has been losing his sight since the age of three and knows many of the details. However, he still cannot understand completely why he is losing it and why it cannot be fixed. He knows that I went through a similar experience of losing my sight and how I was able to have surgery to regain the majority of it back. Of course, he wants the same surgery. He cannot understand the differences between our visual problems and why mine can be fixed and his cannot. He fought everything I needed and wanted to teach him. He did his lessons fairly well while with me, but when he returned to his class he would refuse to do his work. Behavior problems arose quickly. His parents were distressed about his lack of progress and his fighting in school. They sought out and began counseling. This little boy needed to learn how to deal with losing his sight before he would ever want to learn Braille, adaptive technology, or any other blind skill. He needed to realize that there is an abundance to learn and experience without vision. He needed to know that it is okay to be blind. After only a few months of family counseling I can see an incredible difference in this little boy. I taught summer school, and Mom came to class periodically. She also learned Grade I Braille and now races her son on the Brailler. She also lets him check her work after she completes it. This gives him great joy. His attitude toward Braille has changed. I think he believes he is not alone in this new skill. His peers are not learning it, but Mom is learning it. This makes an incredible difference in how he feels about himself and Braille. Mom and Dad also have him read Braille to them almost every night, and his skill has increased ten-fold. He has started the new year with a different attitude. I just began chapter books with him. During class silent reading he reads aloud to me so I can help him with the new contractions. Now, when the teacher says it is time to ?Put your books away,? he is always trying to sneak in a couple more lines. He can also participate in class when the class is doing dictation, reading sentences, and trying to find the correct answer. His Braille reading is still slow, but he is gaining quickly. I see great strides taking place for him now that his parents are learning Braille and constantly encourage him to read to them at home. If blind children do not frequently have their fingers in a Braille book, they will not pick up the skill. Sighted children see the printed word constantly and can pick up words indirectly just by looking around. It is so important for parents to realize the impact they can have on their children with visual impairments. If parents take an interest in and learn the skill of Braille, their children will realize that Braille matters and that learning it matters. This attitude will follow the children into school and their reading skills will increase, making for a much more successful person. Resources for Parents Who Want to Learn Braille The Hadley School for the Blind offers a free correspondence course for parents who want to learn some Braille. The course uses the book, Just Enough To Know Better, published by National Braille Press, Inc. Parents can sign up for the course and get this book, or they can order the book directly from National Braille Press, Inc. and study it on their own. Parents can also choose to take the more rigorous correspondence course which leads to certification as a Braille Transcriber. The Library of Congress, National Library for the Blind and Physically Handicapped (NLS) in Washington D.C. provides this training and certification. There are other books which parents can buy and use for self-study, too. Here is a list of resources: Correspondence Courses The Hadley School for the Blind, 700 Elm Street, Winnetka, IL 60093-0299, (800) 323-4238. Braille Reading for Family Members, Course D-PC-501. Braille Development Section, National Library Service for the Blind and Physically Handicapped, Library of Congress, Washington D.C. 20542, (202) 707-5100 or (800) 124-8567; Web site: . Courses in literary Braille transcribing, mathematics Braille transcribing, music Braille transcribing, and sighted proofreading. Self-Study Books and Materials National Braille Press, Inc., 88 St. Stephen Street, Boston MA 02115, orders: (800) 548-7223. Just Enough to Know Better, a Braille primer by Eileen P. Curan. Reference Section, National Library Service for the Blind and Physically Handicapped, Library of Congress, Washington D.C. 20542, (202) 707-5100 or (800) 124-8567; Web site: . Publishes a reference circular called ?Braille Literacy: Resources for Instruction, Writing Equipment, and Supplies? No. 94-02. Braille Won't Bite by Mingkhwan Zehner Don't be afraid of Braille. It won't bite you. It just licks your hand and gives you more information. Mingkhwan, age 13, spent her early years in a school for the blind in Taiwan. She came to the states with her adoptive parents when she was about 8 years old. She currently lives in Illinois. Technology, Braille, the Nemeth Code, and Jobs by Curtis Chong [PHOTO: caption] Curtis Chong Editor's Note: A little while ago I received a plea for help from a teacher of the visually impaired. The teacher, an experienced Braille instructor and avid believer in fundamental literary and math skills, had taken over a position that had been filled by an instructor with a great personality and a lackluster attitude toward Braille. The former teacher had concealed her own inadequacies in literary and Nemeth Code Braille skills by pushing the talking technology. She had, for example, convinced parents that their children did not need to know the Nemeth Code. The new teacher was in an awkward position. He wanted to begin remedial instruction in Nemeth Code and other Braille skills immediately, but parents were resisting. Could the NFB help? He particularly thought a letter from someone with strong credentials might help persuade the parents and the IEP team of the importance of a good foundation in Braille and Nemeth Code skills. I took the problem to Mr. Chong, Director of the NFB Technology Department. He was happy to take on the task and, as you can see in his letter below, his credentials for speaking to this issue are as good as they come. Here is what Mr. Chong said about ?Technology, Braille, the Nemeth Code, and Jobs?: Dear Ms._________: You asked me to express my views about children who are blind developing proficiency in literary Braille as well as the Nemeth Code. You also asked how good Braille skills relate to independence and career opportunities for persons who are blind. Let me begin by telling you a bit about myself. I am totally blind. I currently direct the Technology Department of the National Federation of the Blind. For twenty years, from 1977-1997, I held a variety of positions in data processing (now called information technology). I started out as an applications programmer writing mainframe software in a number of languages. I then moved into the technical support area, installing and maintaining operating systems, data base management, and communication software for the corporate mainframe environment. When I left private industry in 1997 to take my current position with the National Federation of the Blind, I was managing the work of two technical support teams; one team supported mainframe communication systems, and the other, mid-range computer operating systems and performance monitoring software. A critical factor in my success was proficiency in Braille. I used literary Braille to write operational procedures and performance evaluations. I used a mixture of the Nemeth Code and the Computer Braille Code to write and debug computer programs, to perform hexadecimal math calculations to analyze memory dumps (there was no hexadecimal calculator for the blind), and to jot down the syntax of the many programmatic statements used to configure the large data base and communication systems under my responsibility. Although today I make full use of computers with speech output, I find that there is no substitute for being able to put my hands on a complicated piece of code or a document whose language requires careful crafting. Proficiency in literary Braille, the Nemeth Code, and the Computer Braille Code allows me the freedom to proofread, in extreme detail, the most complicated material?something which I would find exceptionally difficult if speech were my only means of receiving information. There seems to be a widespread misconception that with today's speech-capable computers, it is possible for blind students to forego the development of proficiency in the more technical Braille codes. It has been said that a blind person can perform mathematical calculations with a talking computer or electronic note-taker and achieve the same result as would be obtained using the Nemeth Code. I would like to correct emphatically any thinking along these lines. While today's talking computers are indeed capable of converting standard ASCII-printable text into speech, they cannot speak the non-textual symbols used in even the most basic form of mathematics. They cannot speak the square root symbol, superscripted or subscripted numbers, triangles, arrows, and other geometric shapes used in basic algebra and geometry. Moreover, a talking computer does not render in a meaningful way the spatial information that is often the key to solving a complicated mathematical expression. Another misconception that should be dispelled is that the blind student must learn the entire Nemeth Code in order to use it. This is not at all true. Just as sighted students learn new mathematical symbols only when they must use them, so it is with the blind student using the Nemeth Code. The student, who already should know basic Braille, only needs to learn the Nemeth symbols that are relevant for the mathematics being taught. While discussions take place about whether or not blind students need to learn the Nemeth Code, some interesting statistics are worth keeping in mind. Among blind Americans of working age (18-55), there is a staggering 70 percent unemployment rate. Of the remaining 30 percent who are employed, 80 percent or more use Braille. I submit that this is no accident. There is a direct correlation between success in employment and proficiency in Braille. In closing, I would ask you to remember that Braille is to the blind what print is to the sighted. With Braille, a blind person can examine every aspect of a piece of writing, including the spaces between words, the exact punctuation used, the capitalization of each and every letter, and the layout of mathematical expressions. Those who labor under the misapprehension that the Nemeth Code is a code that is separate from and unrelated to the Literary Braille Code should consider how mathematical symbols in print relate to literary print. Education in mathematics necessitates the learning of new symbols and concepts, and it doesn't matter whether the student is blind or sighted. While the blind student must learn Nemeth Braille symbols, the sighted student must learn printed mathematical symbols?symbols which are unfamiliar at first but which become rapidly familiar as an understanding of the subject is achieved. Depriving a blind student of the opportunity to learn the Nemeth Code is the same as preventing a sighted student from learning the meaning of printed mathematical symbols. I hope that I have satisfied your questions about the value of Braille in general and the Nemeth Code in specific. I also hope that I have put forth satisfactory arguments demonstrating that for the blind, Braille is a vital key to independence and career opportunities. Yours sincerely, Curtis Chong, Director of Technology National Federation of the Blind Textbooks On Time: Will It Ever Happen for the Blind? by Kristin Cox [PHOTO: caption] Kristin Cox Editor's Note: Kristin Cox is the Assistant Director of Governmental Affairs of the National Federation of the Blind. She is also a dynamic young woman who knows from her own experience growing up as a blind child the importance of a good education. Inherent in our society's definition of a good education is the assumption that children will have the materials?textbooks, workbooks, etc.?they need so that they may learn. Parents know that when the first day of school rolls around children will be coming home with backpacks stuffed with books handed out to them by their new teachers. We expect this. But what happens if a child doesn't get his/her textbooks on the first day? Or the second day? Or even a month later? Such a scenario is almost unthinkable to the average parent. Yet, this very thing happens to hundreds of children around the country year after year. Here is what Kristin Cox has to say about the timely provision of textbooks to blind children: Johnny is an active, enthusiastic and curious sixth grader. Along with many of his friends, Johnny had mixed emotions about going back to school this year. ?I like school, and I like being with my friends, but I am a little nervous and hope I will do well,? he said. Some of the challenges Johnny faces this year are unique and not typically experienced by other sixth graders. Johnny is blind. For Johnny, obtaining accessible versions of instructional materials and texts is critical if he is to succeed in school. Over one month into the school year Johnny still does not have the Braille copy of his history book and only segments of his math book have arrived. Already he feels behind and struggles to keep up with his classmates in his history and math classes. Unfortunately Johnny's story is far too common among blind students. This is true even though parents of blind students, schools, teachers, publishers, and others are usually well-intended and work hard to provide blind students prompt access to instructional materials. So, why then all of the problems? In this article, we will discuss both the answers to this question as well as possible solutions. But first, we must begin with a description of how accessible formats are acquired. Acquiring Accessible Formats of Instructional Materials Any meaningful discussion about Braille in the classroom must include the role of the Individualized Education Program (IEP). The IEP is the blue print from which a student's successful education is built. It should reflect the IEP team's fundamental belief that the blind student should have access to the same instructional materials at the same time that their sighted peers do. Parents, along with the other members of the IEP team, must carefully craft clear and strong language that ensures that all instructional materials are available in accessible formats, such as Braille. Sometimes the IEP may stipulate that textbooks should be converted into Braille, but may leave out workbooks, supplemental, and testing materials. The IEP team should think through all of the possible instances during the child's classroom education in which print materials would need to be converted into accessible formats. However, avoid the temptation to create exhaustive lists which are finite. Fixed lists cannot account for the unpredicted needs which inevitably pop-up throughout the child's education. Instead, incorporate language that is inclusive and comprehensive. The Selection of Instructional Materials for Classroom Use The process of selecting and approving the use of instructional materials for classroom use differs depending on the state. Some states, known as adoption states, approve the use of textbooks on a statewide basis. For example, Florida, an adoption state, employs a group of individuals to decide which math, reading, science, and other texts will be used for all grade levels in all schools throughout the state. This standardized approach to textbook adoption tends to be predictable. Very often adoption states determine which books will be used at least six months before the school year in question begins. In other states, known as open territories, the teacher, school, or school district can determine which instructional materials will be used. The inherent flexibility in open territory states can result in the selection of instructional materials closer to the beginning of the school year. For example, a teacher could decide to use a particular science book just weeks before school begins. How schools and states go about selecting instructional materials for classroom use has a significant impact on the problem at hand. Converting instructional materials into accessible formats is labor intensive. Without adequate time, the best Braille transcriber in the world cannot produce high quality Braille in a timely fashion. If schools determine which texts will be used early on, accessible format producers will have a better chance of converting the text and delivering it to the student on time. In contrast, the late adoption of instructional materials inevitably leads to the late delivery of accessible formats to blind students. How and Where to Locate Accessible Instructional Materials With the text selection process completed, the compilation of a specific list of texts and other materials the blind student will need for the upcoming school year can begin. This process should begin as early as possible. Typically the responsibility for doing this lies with the Teacher of the Visually Impaired (TVI). Once this information is collected, the TVI or other designated individual must locate, purchase, or produce the accessible versions of the materials. For Braille and electronic texts, there are three primary resources available to accomplish this. First, each fiscal year the American Printing House for the Blind (APH) receives an appropriation from the federal government for the production and distribution of accessible instructional materials and supplies for legally blind students. APH is then charged with crediting ?designated ex officio trustees? with funds to purchase accessible instructional materials and supplies based on the number of blind students served by that particular agency. Ex officio trustees are simply agencies designated by state departments of education. Such agencies may be statewide instructional resource centers, schools for the blind, etc. In essence, the designated agency has a prepaid credit line with APH from which accessible instructional materials and supplies can be purchased. Requests from individual school districts for accessible materials available through this program must flow through their state's designated ex officio agency. Second, states may contribute their own resources for the production and purchase of accessible instructional materials. Some states allocate these funds to an already established instructional resource center. Other states distribute the funds to media centers, school districts, and like entities throughout the state. Texas, for example, is well-known for its vast and comprehensive collection of internally produced accessible formats. In fact, Texas often produces accessible formats for other state and local education agencies. The production of accessible formats by different instructional resource centers, schools, and other agencies could result in duplication of effort. To avoid this, APH houses the Louis Database of Accessible Formats for people who are blind or visually impaired. This third resource acts as a centralized clearinghouse of over 145,000 titles in accessible formats produced by over 200 agencies. Educators, administrators, and parents can locate valuable information about the existence and location of textbooks and other educational materials in accessible formats as well as other relevant data. The sharing of accessible formats helps minimize the costs and substantial efforts associated with the conversion process. [Cartoon] A boy with a cane leaning against his desk is sitting in a classroom with other kids. He is the only kid without a textbook on his desk. The teacher standing in front of the class is saying: ?Open your books class, and we'll begin our journey into American History? The boy is frowning and he is thinking to himself ?By the time I get my Braille textbook, this semester will be history.? The Mechanics of Converting Instructional Materials into Accessible Formats Converting instructional materials into accessible formats is easier said than done. Typically, it involves a labor-intensive process of either scanning or manually inputting original information into an electronic format. This electronic version is used to produce non-visual formats, such as Braille, or synthetic speech. The conversion of a single textbook can take at least six months to complete. The cost, time, and labor needed to convert materials into accessible formats vary depending on the complexity of the information being converted. For example, math and science books are typically more difficult to convert into alternative formats such as Braille. In order to streamline the conversion process, fifteen states require publishers to provide an electronic version of any textbook that a state or local educational agency purchases. The electronic version can then be quickly converted to a non-visual format. However, electronic formatting standards vary from state to state. These incongruities naturally lead to inefficient duplication for publishers. Even more important, the standards are imprecise and often result in file formats that cannot be easily used for the purpose intended. Even with an electronic version of the text, high quality Braille still depends on the competency of Braille transcribers and proofreaders. Certification helps in determining the baseline competence of these individuals. The National Library Service for the Blind and Physically Handicapped (NLS) offers a variety of courses which lead to the certification of Braille transcribers and proofreaders. Certification does not guarantee high quality and standardized Braille production, but it does help. Unfortunately, not all states use certified transcribers. This may be due to either the lack of commitment to high quality Braille on the part of the state, or the lack of competent Braille transcribers in the area. Some states rely on volunteer transcribers, but this group is rapidly decreasing in number. How to Streamline the Conversion Process: The National Federation of the Blind's Proposal Although some states have made modest progress toward giving blind students non-visual access to relevant educational information, their solutions are, at best, partial and unable to address the systemic issues involved. The National Federation of the Blind is committed to ensuring that all blind children have equal access to instruction materials. To this end, the National Federation of the Blind supports streamlining the process of converting instructional materials into accessible formats. We recognize that no one single solution will speak to all of the varying components of the process. However, there is one approach we are working on that, if implemented, would significantly further the progress of the prompt and accurate conversion of information into accessible formats. During the annual NFB Washington Seminar in 2000 the National Federation of the Blind introduced a legislative proposal entitled, ?The Accessible Instructional Materials Act of 2000.? If enacted, the proposal would implement four primary objectives: ? Publishers should provide electronic versions of instructional materials purchased by state and local education agencies. ? Electronic files submitted by publishers should be compatible with Braille transcription software. ? A national repository should be established to house and distribute the electronic files. ? Congress should appropriate funds for the training and development of individuals responsible for producing alternative formats, such as Braille. Through this approach, the provision of electronic files (now limited to a handful of states) will benefit all schools and state agencies across the country. More importantly, the proposal will create a uniform electronic file-formatting standard that promotes the efficient, accurate, and prompt conversion of materials into accessible formats. This standardized approach will also serve publishers by eliminating individual and inconsistent state requirements. Furthermore, the appropriation of funds for training and development will support on-going efforts to ensure the competence of alternative format producers. Soon after our Washington Seminar, we entered into negotiations with the Association of American Publishers and other stakeholders to build consensus and support for the proposal. There have been some modifications to the proposal as a result of these ongoing negotiations. However, the objectives outlined above have been and will continue to be the cornerstones to our legislative effort. Members of Congress generally support our approach. However, the possibility of enacting this legislation will not occur until the convening of the new Congress in 2001. How You Can Make A Difference Parents, in particular, can play an important role in the acquisition of accessible instructional materials. Here are some ways parents can make a difference: 1. If possible, bring a credible and knowledgeable advocate to your IEP meetings. Advocates offer a wealth of experience, knowledge, and the support parents often need while developing and implementing the IEP. 2. Encourage your states, school districts, and schools to adopt policies which provide adequate time between the point of approving texts for classroom use and the beginning of the school year. This will ensure that there is sufficient time to convert the instructional materials into accessible formats. 2. Work closely with the teacher of the visually impaired, classroom teachers, and school administrators to ensure that requests for accessible formats are made as soon as is practicably possible. 3. Follow up with the teacher of the visually impaired to confirm the arrival of each accessible textbook and other materials before the school year begins. It is not uncommon for a parent to learn that only part of a text was converted into Braille, or, that a workbook did not arrive at all. Make a list of everything your child will need for the upcoming school year and check it off as it arrives. Too often parents will not realize, until a month or two into the school year, that an important text has not arrived. 4. Become active in the National Federation of the Blind. The Federation offers resources, invaluable information, and the opportunity to network with other parents of blind children. Equally important, the Federation acts as a collective voice for the blind. Through our collective efforts, laws, and policies societal opinions can be shaped and changed for the better. 5. Provide your child with positive blind role models. Blind adults who are successful act not just as positive role models, but can suggest alternative techniques for adapting to the classroom environment. The impact a role model can have on a blind child is immeasurable. 6. Contact members of Congress. Let your Representatives and Senators (both on the state and federal levels) know of the challenges blind students face in the classroom. Promote the idea that publishers should provide electronic versions of their texts to schools. Conclusion Almost everyone agrees that providing our blind children with a high quality, challenging education is an imperative. A good education prepares an individual to face competently the challenges of adulthood. This is even more relevant in an economy and society that places increasing value upon information. It naturally follows, then, that when blind children cannot fully access their educational environment, the implications stretch far beyond the classroom. This is why the National Federation of the Blind has insisted, and will continue to insist, that blind children have equal access to all instructional materials used in the classroom. National Federation of the Blind Resolution 2000-02 July 8, 2000 Atlanta, Georgia. WHEREAS, a high-quality education is essential in order to compete for jobs, participate in community life, and sustain economic independence; and WHEREAS, Congress recognized the right of individuals with disabilities to receive a free, appropriate public education by enacting the Individuals with Disabilities Education Act (IDEA), which requires individualized plans of instruction to meet the particular needs of each disabled student but does not always put in place efficient systems to meet those needs; and WHEREAS, despite IDEA, the lack of accessible instructional materials is still a barrier to a high-quality education for blind students, largely due to the labor-intensive and costly process of converting texts and other materials into accessible formats such as Braille when the conversion must be done by hand; and WHEREAS, this conversion process could be streamlined significantly to reduce the burdens of both time and cost currently placed on local school districts if publishers of textbooks would promptly furnish an electronic version of each textbook that could then be converted into specialized formats for blind children; and WHEREAS, some states have enacted legislation to address this need by requiring publishers to provide an electronic version of materials to education agencies when such agencies purchase print editions for sighted students, but this state-by-state approach does not address the needs of all blind children covered by IDEA since publishers do not often furnish electronic texts in states not requiring them to do so; and WHEREAS, the Association of American Publishers (AAP) acknowledges that providing electronic text to support conversion of instructional materials into specialized formats for the blind is part of the responsibility of publishers; however, in spite of expressed good intentions, this responsibility is not being met voluntarily: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in convention assembled this eighth day of July, 2000, in the City of Atlanta, Georgia, that this organization call upon Congress to turn the promise of IDEA into the reality of books for our nation's blind children by enacting legislation to compel publishers to provide usable electronic versions of textbooks purchased for sighted children to school districts serving blind children. 1999 - 2000 Braille Readers Are Leaders Contest Winners School for the Blind Outstanding Participation Award South Carolina School for the Deaf and the Blind School for the Blind Honorable Mention Kansas State School for the Blind Excellence in Promoting Braille Literacy JoAnne Stenbuck Teacher of the Visually Impaired, MA Print-To-Braille First: Shelley Rhodes, PA, 3,012 pages, grade 12 Second: Pippi Adams, KS, 2,652 pages, grade 12 Third: Renae Goettel, WA, 1,181 pages, grade 9 Honorable Mention Olivia Ramirez, KS, 668 pages, grade 8 Andrea Ramirez, KS, 615 pages, grade 8 Kindergarten - First Grade First: Tyler Kavanaugh, KS, 10,789 pages, grade 1 Second: Brianna Brown, WV, 5,035 pages, grade 1 Third: Morgayne Mulkern, MA, 3,371 pages, grade 1 Honorable Mention Hannah Weatherd, MT, 2,592 pages, grade 1 Rachael McCauley, MA, 2,287 pages, grade 1 Second - Fourth Grades First: Desiree Oudinot, PA, 12,354 pages, grade 4 Second: Casey Burns, WI, 9,629 pages, grade 4 Third: Macy McClain, OH, 7,035 pages, grade 3 Honorable Mention Rochelle Schmitt, IN, 3,580 pages, grade 2 Katlyn Kress, MN, 3,291 pages, grade 2 Fifth - Eighth Grades First: Heather Bandy, CA, 9,236 pages, grade 6 Second: Heather Wilson, OR, 8,655 pages, grade 7 Third: Jessica Watson, MD, 6,435 pages, grade 6 Honorable Mention Corey Grandstaff, OH, 6,398 pages, grade 5 Chelsea Pinson, OK, 6,154 pages, grade 6 Ninth - Twelfth Grades First: Angela Hubbard, VA, 15,013 pages, grade 11 Second: James Konechne, SD, 11,035 pages, grade 12 Third: Shelly Christner, MN, 10,990 pages, grade 10 Honorable Mention Joshua Jungwirth, MI, 9,557 pages, grade 11 Alex Bustos, AZ, 6,363 pages, grade 9 Most Improved Adrian Joe, AZ, age 17 Cathy Drake, WA, age 14 Ashley Canen, WA, age 14 Arthur McClendon, MO, age 13 Becky Bruce, MI, age 13 Kurt Elliott, MO, age 10 Kayla Routon, MO, age 8 Edith Noriega, AZ, age 18 Matthew Brock, KY, age 13 Esmeralda Bueno, CA, age 11 Putting the Pieces Together Humpty Dumpty and Other Touching Rhymes A Book Review by Christine Faltz [PHOTO: caption] Christine Faltz Several years ago, Shirley Keller and Irma Goldberg of Creative Adaptations for Learning (CAL) approached me with a pile of tactile illustrations and picture descriptions for a nursery rhymes book they were planning. Because I had expressed such delight with their other products, especially their tactually illustrated Braille alphabet and number cards, and their book Let's Learn Shapes with Shapely-CAL-they wanted to know which pictures I thought were best and what they should consider changing or elaborating upon. They also asked me to share their ideas with my daughter, Samantha, who was at the time nearly three. It's been a long two years, waiting for Humpty Dumpty to come alive. Today, at long last, I have before me one of the first copies of Humpty Dumpty and Other Touching Rhymes published by National Braille Press. It's even better than I anticipated. Anyone who's seen Shapely-CAL already knows how easily discernible CAL's illustrations are. The individual nursery rhymes appear in large print and Braille on the left-hand side of the book. Facing the rhymes, on the right-hand side of the book, are the actual tactile drawings. A Braille reader who has learned all or most of her contractions can explore this book completely unassisted. Humpty Dumpty comes equipped with a complementary booklet, tucked into a pocket at the back of the book, which gives a step-by-step tour of the multi-faceted illustrations. This booklet, like the nursery rhymes book itself, is in print and Braille. Twice, the reader is coaxed to be sure to explore the whole page?not at all a redundant move, since it is easy to miss an interesting or fun detail. Even after sharing the book's contents with my daughter several times, and looking at each illustration for several minutes, I am continually amazed at the elements I have missed. The mouse's tail is obvious and cute (if you do not mind mice) and the eggs in the nest in ?Hickety, Pickety, My Black Hen? are easy to distinguish, but the reason one can only discern one eye, nostril, and ear on the sheep in ?Baa, Baa, Black Sheep? only makes sense if you already understand a view in profile or if you read the description in the accompanying booklet. In ?Hey, Diddle, Diddle,? one can see what a flying cow looks like on a flat page. One is able to feel the flame on the candle in ?Jack Be Nimble,? count the leaves and feel the rough bark of the oak in ?A Wise Old Owl,? or feel the wool on the sheep in ?Baa, Baa, Black Sheep.? Many blind children have no idea what a hen or a sheep or a cow looks like. I have yet to run across a ?willing? owl and was shocked to learn that a horned owl does not have horns, but feathery tufts that resemble them. I've always assumed owls had long beaks; I know now that, at least in the case of a horned owl, it has a short, sharp beak. Unlike Shapely-CAL, there is no added color on the illustrations, which potentially compromises its attraction for sighted children and those with some light perception. However, the pages can easily be decorated using markers or textured materials, which would add to the fun! Additionally, although its entire contents is age-appropriate for babies, it was not possible (for pesky economic reasons) to create a book of this nature that could withstand the mouthing and otherwise messy, rowdy exploratory methods of infants. Even younger toddlers should be supervised in the care of this wonderful book. However, as with all CAL products, the attention to detail and care taken with respect to both the illustrations and their descriptions is first-rate. As for the latter issue, I will be doing whatever I can, by any gentle, loving, and legal means necessary, to introduce my 1-year-old son to this book sooner than later. (Besides, CAL's washable, infant-friendly, round-cornered Shape, Number and Alphabet cards are already part of my arsenal for promoting early literacy, pre-Braille readiness, and development of compensatory tactual skills.) Blind children's options for illustrated books are practically nil and mediocre at best. There are many agencies and nonprofit organizations catering to the relatively tiny market of blind children. Because of this small demand, costs are high. There is a lot of overlapping of products and materials, but I assure you, there is only one place to get high-quality tactile pictures which are appropriate for the very young blind child?and indeed for any print-handicapped child. Humpty Dumpty and Other Touching Rhymes is absolutely, positively a worthwhile investment. It is available for $24 from: National Braille Press 88 St. Stephen St. Boston, MA 02115-430X (800) 548-7323 For information about CAL's other fantastic products contact: Creative Adaptations for Learning 38 Beverly Road Great Neck, NY 11021-1330 (516) 466-9143; Christine Faltz, blind since birth, is the mother of two blind children: Samantha, who is four-and-a-half, and Braden, who just celebrated his first birthday. Christine is an attorney who currently handles pro-bono education, employment, human, and/or civil rights matters. She is Secretary of the National Organization of Parents of Blind Children; President of the New York State Parents of Blind Children; First Vice President of the Long Island Chapter of the National Federation of the Blind; Associate Consultant for Art Education for the Blind; and a Board Member of the International Children's Anophthalmia/Microophthalmia Network. The Great Tactile Defensiveness Scare by Christine Faltz Editor's Note: The genesis for this particular article was a conversation thread on the NOPBC-sponsored Internet listserv, BlindKid. In a dialog that began with a new parent asking for advice, a comment was made about tactile defensiveness. That comment really struck a nerve! One of the parents?Christine Faltz, secretary of the National Organization of Parents of Blind Children?was so motivated by the discussion that she dashed off the following article for Future Reflections. For those who are curious about the listserv dialog that started it all, some of the edited remarks appear at the conclusion of this article. Here, now, is what Christine Faltz has to say: In February, 1999, my husband, 3 ½ -year-old daughter Samantha, and I boarded a plane in Phoenix to fly home to New York after visiting with my in-laws. As I headed up the ramp into the plane, cane ahead of me and Samantha behind, holding my hand, my daughter hesitated. ?Come on, honey; we're going to sit down in a minute,? I said. A fellow passenger offered her explanation for Sammi's reluctance: ?She probably doesn't like the feel of the carpet or the noise.? ?Actually, she has a terrible stomach virus and doesn't feel well,? I replied, inwardly bristling that this stranger automatically assumed that my daughter's blindness was the likely explanation for her worry. What would her explanation have been if Sammi weren't blind? Fear of flying or fear of the unknown, some similar, mundane explanation is my bet. This was, in fact, Sammi's twelfth flight. Early this spring, after his eighth ear infection, I took my son, Braden, to an ear, nose, and throat specialist. He looked in his ears, nose, mouth, and throat and the audiologist administered an involved hearing test. Braden was mostly congenial and cooperative. Both the ENT and audiologist, on separate occasions and without knowledge of the other's comments, exclaimed over my well-behaved son. ?Visually impaired babies are usually irritable and fussy,? they said. My guess is, given the nature of the examinations, that the majority of the babies seen are irritable and fussy. I wonder if they ever noticed how irritable and fussy Latino, Asian, or African-American babies can be when their personal space is invaded? If so, I doubt very much that the parents of well-behaved babies in such groups were told about it. Last summer, Samantha attended summer camp three days a week at her preschool. Because it was quite clear to me that the director was uncomfortable with Sammi participating in such a ?rough atmosphere, nothing like school during the year? I hired two teen-aged cousins to take turns attending camp with Sammi during the summer. By the end of the summer, the head counselor realized this had been a mistake, but I was the one who was living with the consequences. It took weeks for my daughter to gain back her wonderful, age-appropriate independence, and to this day, she quits too easily, thinking that she needs help in a challenging situation. Sammi is attending the camp again this summer, five days a week, without a personal guardian. But the notion that her blindness made her necessarily a greater risk or supervision problem has already been instilled in her, and it has created difficulties for me I have to overcome. (For example, when Sammi fell and scraped her knee, she blamed it on the fact that she could not see. I had to convince her that virtually every kid I know injures herself with reasonable frequency without raising anyone's concern beyond that required to care for the injury.) Then there is the omnipresent, much-discussed nightmare of early intervention: tactile defensiveness. I must confess, I did not lose sleep when my daughter refused to play with cornmeal or Play Doh, though it seemed rather important to her teacher of the vision-impaired that she get over this petty phobia. (I ignored suggestions to try to get her to accept mushy materials; somehow, during preschool, she became a big fan of messy, gooey items.) There were the dire opinions that my daughter's unwillingness to eat solids, especially gooey, pureed foods, was an even more serious form of this dread trait of disabled children. (My daughter eats like a trooper and likes what is available when she is hungry, otherwise, she doesn't. Sounds like every toddler or preschooler you know, doesn't it?) Despite the Great Tactile Defensiveness Scare with my daughter, I did not throw a party or even sigh with relief when my son, Braden, delighted in walking barefoot on grass and concrete alike, and devoured virtually any solid food offered to him. Frankly, given my observations and inquiries of parents with non-disabled children, I have concluded that, for the most part, tactile defensiveness is nothing more than a disabled child expressing an opinion: ?I don't like that.? Why doesn't a disabled child have the right to have preferences, prejudices, and even some irrational fears like the rest of us? I have a feeling most of my daughter's peers' parents whip out the monster spray every now and again to neutralize the nasty beasts lurking in the corners of the house. Let me be very clear. I am not talking about the child for whom the sense of touch is a continual source of distress. I am talking about children who, for one reason or another, do not like to touch a particular texture, food, shape, temperature, etc. I have news for all of the experts who believe tactile defensiveness is an epidemic among blind children and for the parents they have terrified: many babies, disabled or not, simply DO NOT LIKE CERTAIN THINGS. My son Braden does not appreciate noise. He does not like crowds. As I write this, I am worrying about his first plane trip and how he will fare at the NFB annual convention. My daughter, at his age, loved to be surrounded by activity. Both are blind from birth. Both were exclusively nursed for at least six months; both were home with me 99 percent of the time (the only times they were away from me were several occasions when they were left with my parents for a few hours). Yet?Gasp!?they are different in temperament, preferences, activity level, sociability, and so on. Dare I suggest that they remind me of nothing so much as?other boys and girls? Most of the experts who evaluate and diagnose our children will never personally face the frustration of a parent whose child's developmental milestones in every category are placed beneath magnifying glasses, where every little nuance, every quirk of his forming personality is viewed within the context ?disabled child.? Forget about The Phase Explanation: ?Oh, he'll grow out of it,? or The Baby Explanation: ?She's a baby; it's a new experience,? or The Toddler Explanation: ?She's just testing the waters of autonomy.? Apparently, these are the relaxed, cavalier pearls of wisdom pediatricians and early childhood educators save for the ?normal? children; those boys and girls who fit neatly into the mid-ranges of normal across the board on ?the charts.? Yes, I know that the ?average child? is just a statistical ghost of growth and developmental charts. I also know that every reputable pediatrician and every worthwhile childcare book cautions parents not to worry too much if children are a bit delayed in one or two areas. I know that they tell us that genetics, environmental factors, pre-maturity, and so on can work for or against a growing child, and that as long as development is progressing at about the same rate in most areas, one should not be concerned. So why is it that blindness seems to be the reason/excuse/explanation of choice for specialists, friends, family members, teachers, and even parents? Our society is too interested in the quick explanation, the scapegoat, the ready answer. Does it really help a child to attribute her fear of separation from parents or familiar objects to blindness, rather than to the same old separation anxiety which haunts almost all children? No, and in fact, it hurts, both her present and future opportunities and those of other blind children. It is too easy for blindness to become a crutch for all sorts of things. If tired parents do not want to spend the extra time teaching her how to make her bed, clean her room, or set the table it is okay. After all, it is harder for her; she has never seen it done. In school it is automatically assumed that she requires more time to complete tests; why hold the same expectations for her as for her sighted peers? She begins to pick up on the ?blindness as explanation for all actual or perceived personal shortcomings? and starts using it herself, but what is worse is that she starts to believe it. When your child's pediatrician, early intervention specialist, teacher of the vision impaired, or anyone else makes an issue of a specific behavior, observe non-disabled children in his or her age group carefully, and talk to their parents. Consult a child development book. (For example, my son loves to bounce, rock, and bang his head from time to time. I had always been told these were ?blindisms.? Then I read that at a certain age and up until a certain point these are actually quite common, and that most of the time blind children simply are not aware that their peers have stopped indulging in such behaviors.) If the behavior is a danger to health or safety, it must be stopped. If it is a habit which is unbecoming in public, divert him or remove him from the scene. If he is old enough, explain why the behavior is unacceptable. If it is an idiosyncrasy (she hates soft foods or does not like to play with gooey, cold, or furry items) wait a few weeks, and then try again. Keep it relaxed. If she or he refuses or becomes upset, do not insist or cajole, ?Look, your big sister isn't afraid to touch it,? or berate, ?Don't be a baby,? or bribe, ?Just play with it for a little while, and I'll give you a cookie.? Always use this rule to guide you: ?What would I do if this child wasn't blind?? Blindness, by itself, does not predispose babies to any more fussiness, irritability, sensitivity, fear, stubbornness, accidents, or aloofness. The simplest, and almost always the most accurate, explanation for all of these traits is: this is a child. Your child is no more wholly defined by his blindness than by any one of the many other characteristics which make him who he is. Focus on the real issues: confidence, mobility, literacy, and most importantly, acceptance; acceptance from you, his parents, and self-acceptance. Editor's Note: The following dialog is made up of comments posted in April, 2000, to the BlindKid listserv, an NFB listserv sponsored by the National Organization of Parents of Blind Children, a Division of the National Federation of the Blind. From B: S. also ate just a few different types of crackers and biscuits initially. Now he eats all sorts of solids. This was not tactual defensiveness but more like the typical picky eating of a two-year-old. In fact, S. had a ?diagnosis? of tactual defensiveness, which was complete absurdity. I'm familiar with a child with sensory integration problems, and it's quite serious, effecting speech, muscle-tone, motor skills, and balance severely. [For] example: S.'s first reaction to sand at the beach was surprise, and therefore he didn't like it. So, we sat down and played a little bit, putting it on his hands and feet. A few minutes later, no problem with sand. In my opinion, too many teachers in this field throw this term around, labeling every child who isn't compliant ?tactually defensive.?(My apologies. You can see I'm getting annoyed). S. received this description twice, and both times were ridiculous. The first time was after the teacher had seen S. for all of two seconds (he had just answered ?No? to the question, ?Do you want to touch the toad??). So, I'd advise you not to accept this label or any other label with a negative connotation without some skepticism. A negative label could lead the parent to reduce subtly his or her expectations, and that's far worse than the actual or imagined diagnosis. From M: N. is mainstreamed in regular education and is in the 2nd grade. At P.'s age she wasn't very fond of gooey stuff or sand; things the V.I. teacher thought were important, she just didn't like. She now loves the sand and Play Doh, but was ?tactually defensive? until about four. I really think it is more an individual thing than a vision thing. From L: Yes, I know what you mean. H. ?failed? at Play Doh when she was about one year old. However, when she was four we couldn't keep enough of it in the house. From C: When I ask parents of sighted children (and I often do, as a way to glean some info for my theories about the relative normalcy of a good bit of ?disabled? children's behavior) they tell me that many of their children hate certain textures to play with and/or eat. From LB: Yes, my totally normal, sighted child absolutely hated her hands in anything mushy. She would spend her time flicking her fingers to get the stuff off. This even went as far as toast crumbs! From Deborah Kent Stein (Editor's Note: Deborah is First Vice President of the NFB of Illinois, an author of children's books, and a long-time advocate for blind children): Dr. Lilli Nielsen, who spoke at the NFB Convention last summer, has very strong feelings about tactile defensiveness. She believes that most of it develops when a child is not allowed to control tactile input. The case of the child being force-fed new foods and resisting, then accepting the foods when allowed to touch them freely, is a perfect example. According to Dr. Nielsen, kids become tactually defensive to resist having their hands forcibly stuck into unfamiliar and startling substances, such as fingerpaints or gooey clay, or having their hands manipulated or controlled by others in general. She advocates encouraging the child to explore on his or her own by providing interesting objects and opportunities; letting the child learn by doing. Editor's Note: Dr. Lilli Nielsen's publications are available from Vision Associates, 7512 Dr. Phillips Boulevard, #50-316, Orlando, Florida 32819. Phone: (407) 352-1200. To subscribe to the BlindKid listserv send a message to: listserv@nfbnet.org Leave the subject line blank. In the body of the message write: subscribe blindkid Please note that ?listserv? has eight letters?there is no e on the end. While names here are shown preceded by the < and followed by the >, these punctuation marks are the conventional indication of the beginning and end of the address and should not be included in what you type when subscribing. The list is also available in digest mode. This means you get only one message every 24 hours. This message contains all the individual messages for the past 24 hours. The digest name is . To subscribe you use the procedure above and substitute the name for . New Virtual Audio Computer Game for the Blind by Curtis Chong, Director Technology Department, National Center for the Blind The International Braille and Technology Center for the Blind has recently acquired a new and exciting virtual audio computer game for the blind. This game, called Grizzly Gulch Western Extravaganza, literally immerses you in an audio world which is almost too realistic to be believed. Using professional voice and music talent and CD-quality stereo audio, you, the player, are presented with audio imagery which puts you right in the middle of the action. You can wander about town, meet and interact with the locals, play games of chance in the saloon, or try to make a name for yourself and build your fortune upholding the law against some of the ?baddest outlaws in the West? with your trusty six-shooter. The game even has a target range which uses stereo sound to provide one of the best audio shooting ranges we have ever encountered. Stereo headphones are a must with Grizzly Gulch. All of the action is controlled by only four keys on your computer, and no screen reading software is required. All you need is a computer equipped with a standard sound card and the Windows operating system. In the saloon, you can play four games of chance: Blackjack, simple draw poker, the slot machine, and a shell game in which you have to keep track of the hidden coin. The games alone are enough to keep you challenged, and you will be amused by some of the dialog you will hear from the people running them. To give you an idea of the high quality of the audio realism, let me tell you about the shell game. The first thing that you hear is a coin being tossed onto the table. It lands either to your left, in the middle, or on your right. Then, the shells start moving; you hear movement on your right, on your left, or in the center, and you have to pay close attention to what you hear to know when the coin has been passed from one shell to another. Then, you are asked to locate the coin. You hear a person saying ?here?? to your left, in the center, or on your right as you press the left or right arrow keys. The stereo effects are quite good. While a good portion of the game involves hunting for and apprehending outlaws, and while the only way to capture an outlaw is to shoot your gun, nobody in the game actually dies?not even you, when you are shot by the bank robbers. The worst thing that happens is that someone cries ?You've got me!? when you score a hit. You also have to be careful that you don't shoot any innocent bystanders, who identify themselves by shouting, ?Don't shoot me!? All in all, Grizzly Gulch Western Extravaganza is a game that is well worth the $50 price tag. You can order the game online through the Internet by pointing your browser to or you can contact Bavisoft directly at: Bavisoft, P.O. Box #8, Dewitt, NY 13214 Email for general questions or game help, for technical support or for sales information. That the Sighted May See Anecdotes of a Service Learning Project, Spring `97 by Susan M. Falcone Loch Raven High School, Baltimore, Maryland Editor's Note: Beginning in 1993 the state of Maryland began to phase in a graduation requirement that all students in Maryland complete 75 hours of service. The state called it Service Learning?not volunteering, not community-service?for a very specific reason. One of the goals of the requirement is to help students see the connection between their academic subjects and effective community action. Students begin by identifying problems in the community, they discuss and research possible solutions, and finally they implement a service project. The students then evaluate, discuss, and reflect on the service project. The expectation is that this experiential learning process will help students learn about social issues first-hand and demonstrate to them how ordinary citizens can make a difference. Needless to say, this requirement meant that nonprofit organizations had a huge new pool of potential volunteers. But it also meant potential confusion and misunderstanding. The new requirements were not about putting in volunteer hours mindlessly stuffing envelopes?there had to be evidence of learning. So, for three years the Maryland Department of Education provided training, guidance, and grant money to selected nonprofits and asked them to restructure, or create new volunteer service opportunities that met the organization's goals and also met students' requirements for a quality service learning experience. These programs were to become models for other nonprofits and schools. The National Federation of the Blind of Maryland (NFB/MD) was accepted as one of the original group of nonprofits for training and completed all three years in the program. And that's how the NFB/MD came to develop the Braille Games Service Learning Project. As a result of this service learning project (which continues today) well over 600 sighted students in the Maryland schools produced hundreds of decks of UNO and playing cards in Braille for the NFB to distribute. Most importantly, these students learned that blind people are normal, that Braille is neat and fun, and that literacy is as important to the blind as it is to the sighted. But the students did not always begin the project with enthusiasm and a desire to learn. The NFB/MD was often asked to bring the project to students who had waited till the last half of their senior year to squeeze in their 75 hours of service learning. Needless to say, such students were not exactly highly motivated or service-minded. In the following article, Susan Falcone, a national award-winning high school teacher in Baltimore County, Maryland, describes what happened with just such a class: [PHOTO: caption] Mary Kuforiji (left) shows a student how to insert a card into the slate. If ever there was ever a group of students who have made a 180-degree change, it was my 1997 class of 30 recalcitrants. They entered a service learning class the spring semester of their senior year growling at having to take a course to earn 75 hours of service as a graduation requirement. Their deep-seated anger was aimed at ?conscripted service,? and they spat that anger out at anyone and everyone associated with the concept of Service Learning. They were a challenge to the best of teachers, and there were days after they left class when I literally cried from exhaustion. Their anger became mine. And then a miracle happened. In walked Mary Kuforiji, a blind member of the National Federation of the Blind of Maryland. Good miracles take time and good miracles leave the deepest impressions. I believe I observed a good miracle that spring as 30 recalcitrants evolved, developed pride, and grew beyond their own expectations and beliefs. Before Mary arrived, I developed a few lessons to sensitize them to being blind. We discussed the many causes of blindness, and each student completed five stations where they were asked to perform a simple daily task as a blind person. Many students came away convinced that to be blind is one of the most horrible things that can happen to a person. A few of them emphatically declared, ?I could never be blind. I'd rather die.? This was not exactly, needless to say, the outcome I had wanted. The first visit by Mary was tenuous to say the least. The class felt very uncomfortable with her in the room. Mary never flinched even though I know she overheard many of their rude remarks. Their copious questions were answered honestly and openly. She did not become defensive, which she could easily have been, given the nature of the questions and how they were phrased. The next day, they told me they never wanted Mrs. Kuforiji to come back and whined, ?Why do we have to do this project?? ?We want to do something else.? They growled a good deal that day. I quietly explained that Mary would come once a week to help us with this project. When their whining added the new twist of, ? Why can't you just teach us, then?? I threw up my hands in exasperation. The growling continued to be part of our daily routine. I don't remember when the growling stopped. It was gradual and had to do with two insights: a newly learned skill (Brailling) and a new understanding about being blind. I think the first real change came when they asked Mary to read Braille. She took out a children's book and read quickly with expression. They were very surprised, but some suggested, ?Eh, she's just memorized that book.? It was suggested that she be given something to read that they had Brailled. So, they gave her a practice sheet one of the students had done as he attempted to learn the Braille alphabet. Of course, she read it easily, stopping to acknowledge what the student had done well, picking up every mistake made, and laughing when she came to his nick-name at the bottom. In turn, as she read, the class, almost as a single body, stood and moved toward Mary to watch her read. Their amazed expressions signaled the opening of closed minds. Some sat down at Mary's table; others went back to Brailling. Now the discussion was about how in the world she read Braille that easily as each of them tried to repeat what they had seen her do. Their Brailling developed a new attitude; one of serious purpose, as did their conversations about being blind. Quiet competition developed and students gave each other support and encouragement?something I had never seen happen in this class before. They knew who the expert Braillers were and used them to check their work. The class continued to work on three projects simultaneously so that the Brailling would not become too tedious for their short attention spans. I began to look forward to that class. In itself, that was a miracle. Along the way as Mary and I instructed the students in how to use the card slates, Mary had emphasized?and I had reemphasized?the rule: ?Never Braille more than one UNO card at a time.? We had one holdout. He was a true doubting Thomas eager to finish his assignment of cards. His purpose was to finish what he had ?assigned? to himself so that he could sit and do nothing. One day, as the class was busy Brailling and Mary was checking cards that had been completed, she spoke above their voices to say, ?Someone has been Brailling these cards two or three at a time.? Thirty heads snapped to attention. They looked at me. I shrugged in my own astonished way and said, ?She told us she could tell the difference.? Our doubting Thomas' face was a mix of disbelief and guilt. The class razzed him as he sat in great discomfort. Out of defense, he asked how she could tell. She explained that they were more difficult to read and that it hurt her fingers to read them. She also explained again that her primary concern?which had prompted the rule in the first place?was the cost of replacing the card slate if it was damaged. Mary and the class had a good laugh together, the rule was reemphasized in a positive way, and she moved on. At that point, our doubting Thomas became a believer. He looked down, removed two cards from his card slate, and reinserted only one card. And so, we Brailled about 28 decks of UNO cards for the National Federation of the Blind. The last day of class was also Mary's last visit. This time students sat easily with Mary around a table, talking, and handing her cards to check. The day's agenda was to finish correcting cards, award the students a certificate, and to reflect in some manner about the experience. In preparation for the ending, I had Brailled a sheet of school letterhead with the school name, the date, and a brief thank you message. As the students worked, we passed the thank you letter around for each student to Braille his/her name. Toward the end of the period, we presented Mary with the gift and thank you letter. As she began to read, ?Loch Raven High School,? the students moved toward her table, ?May 21, 1997,? and a circle of adolescent bodies surrounded Mary. When she read my name, the students looked at me and smiled. But it wasn't until she began to read their names that the good miracle revealed itself. ?Carl Albert,? quiet in the room. ?Rich Balker,? pride. ?Sheena Kamerron,? a pat on Mary's back and a high five to a friend. Each name she read was another miracle. Mary, blind volunteer, had helped the sighted see. The class, made up mostly of tough adolescent guys and even tougher girls, left amid hugs of goodbye and the general consensus that, ?I hate to admit it, but this was fun.? Do I dare believe that the word ?fun? finally became for these students another word for ?learning?? Editor's Note: Since this was a grant project, students were asked to fill out evaluation forms. The responses were tabulated and used to refine and improve the project. Here are examples of some of the comments students?some from the class above and some from other classes?made on the evaluation forms. To the question, ?The best part of the program was,? students said: ? Learning to Braille things. ? Learning about Braille. ? Learning the lifestyles of the blind. ? Having chat sessions with Mrs. Kuforiji. I liked hearing about her daily life and interactions with different people. ? Learning to Braille. ? Visiting the National Federation of the Blind. [Some classes took a field trip to the NFB headquarters at the National Center for the Blind as part of the service learning project experience.] Next, students were asked to ?List two things that impress you most about blindness or blind persons.? Here are some of the responses to that question: ? Their ability to read Braille so fast and be able to function without seeing. ? Blind people can take care of their children as well as a person who isn't blind. ? Blind people have a system of dealing with their money. ? That their disability in no way hinders them from daily life routines. ? I was surprised that they didn't see just black. ? How fast she can read. ? Her bravery to come into this class. In one or more of the years between 1995 and 2000, the following schools in Maryland participated in the Braille Games Service Learning Project: Catonsville Middle School, Loch Raven High School, Western High School, Lake Clifton High School, Woodlawn High School, and Randallstown High School. Boy Scout troop #361 of Howard County and students in the CHOICE Middle School Program also participated in the project. The NFB volunteers who assisted with the project include: Mary Kuforiji, Bernice Lowder, Tom Ley, Mary Nichols, Sharon Maneki, Marie Cobb, Jude Lincicome, Kimberly Dodd, Tresha Farabee, and Peggy Chong. Two of the volunteers, Mary Kuforiji and Bernice Lowder, have been with the project since the beginning and continue to be the backbone of the program. Macy and Her Toys by Crystal McClain [PHOTO: caption] Macy, left, and her twin sister Madison enjoy playing a game together at NFB Camp. Editor's Note: Crystal McClain has, for a number of years, been a source of information, inspiration, and leadership for parents of blind children throughout Ohio and the nation. She is president of the Ohio Parents of Blind Children, a former board member of the NOPBC, and a regular contributor of articles to Future Reflections. Her good sense, creativity, and high expectations for her daughter are evident in all that she writes?including this delightful little article reprinted from Advocacy in Action, the newsletter of the POBC of the NFB of Ohio. Here is what Crystal has to say about Macy and her toys: When Macy was a baby her favorite toys were those that made sounds, furry toys, toys that had interesting or unique textures, and toys that squeaked. We often found ourselves shopping in the pet department because she loved squeaky dog toys! Stuffed animals that talked were also favorites. Talking Big Bird, Buzz Light Year, and barking puppies were some of her favorites. To this day she likes the Taz that talks and shakes the best. I personally believe that all toys are learning toys. Macy learned about shapes, textures, and sounds from these toys. For toys that help to teach, I asked teachers to let me look at catalogs that they received. I also visited a local store called The Education Station, a shop originally designed for teachers. Also, I recommend that parents take a look at the Lilly Vernon catalogs ?Lillie's Kids.? I remember buying from that catalog a set of plastic vegetables. Each vegetable was in segments that were attached together by velcro. The vegetables came in their own basket with a plastic knife to use for ?cutting? apart the velcro attached pieces. When Macy was a toddler we started a collection of animals for her. These animals were the kind you can get anywhere. The ones we bought were small, a couple inches tall. We bought them from the Disney Store, Wal-Mart, the zoo, Natural Wonder Store, and so forth. We started with simple animals, cows, horses, etc. Then we started elaborating by buying characters from Disney movies: Simba from the Lion King, the cats from the Aristocats, and others. The zoo was a great source for animals that were hard to get elsewhere. At the zoo we bought an octopus, kangaroos, snakes, whales, sharks, polar bears, and giraffes. Macy had a large basket in which she kept her collection. When her older sister had ball games, we took along what we called her travel basket. This basket held maybe fifteen animals. Macy would steal the show wherever we were with her ability to accurately name the animals from her basket. She could distinguish Simba from Mufasa, both lions from the Lion King. At first, she just named the animals. Next, she began to unload and reload her basket. After that she started sorting her animals into categories: animals that lived on a farm, animals from a certain movie, and animals that lived in the ocean. As she matured she moved beyond sorting to pretend play. She would play jungle, farm, or ocean. As you can tell her basket of animals grew with her. She learned lots of things from, and had hours of fun with, her animal basket. Another toy that piqued her interest was the swing set. We bought a tunnel to attach to her swing set. Playing in her tunnel at home helped her enjoy the experience when she was introduced to the play land at McDonald's. She still loves to go to Discovery Zone, which is a commercial recreational place filled with tunnels, slides, and ladders. A trampoline is an expensive toy but lasts many years. Macy discovered our trampoline when she was two years old. Macy is now almost ten and is far from out-growing the trampoline. Other games like Bop-it and Bop-it Extreme are great games that test attention, speed, and fine motor skills as you turn it, twist it, pull it, and bop it. A swimming pool was a necessity with my kids. We started with the kiddy pools and continued to upgrade through the years. We are now anxiously awaiting the full-size pool that is going into our back yard this spring. Pool toys are a must when swimming, especially pool noodles. As kids get older their toys get more expensive, this includes blind kids as well. Macy's sister bought an air hockey game. This turned out to be a game that was very entertaining for Macy, too. Recently Macy tried a treadmill at a hotel we were staying in. Needless to say that has been added to her next Christmas list. However, there were still some cheap toys on her recent gift list. She thinks Koosh balls and Koosh ball sling shots are lots of fun. Pokemon's are now popular, and blind kids can enjoy them as well. If your daughter gets some cash as a gift you can try this. Take her to the mall and look for what I call a ?junk? jewelry store. Claire's Boutique is Macy and Madison's favorite. My girls can walk in there with ten dollars, spend an hour shopping, and have a blast! Bath and Body Works sells great glitter body lotion that young girls love, too. Music is tops on Macy's list. The girls always ask for concert tickets. They went to see an N'Sync concert that I'm sure that they will never forget. Macy has had two different karaoke machines starting with a cheap one. She is now asking for a new microphone for her karaoke machine and a microphone stand. I hope that this has given you some ideas when toy shopping. Remember one of the best experts on what to get your child, is your child! My husband and I try to take the girls toy looking, and then we insist that they give us a toy list. They know that we will not buy everything and that we will sometimes buy things that aren't on the list that we discover when shopping. But the list is a good place to start. My advice is don't get too uptight about finding the perfect toys; kids love most everything! Toy Resources [PHOTO of a little boy holding a ball. The caption reads:] Balls are always popular with kids of all ages. Good Toys for Blind Kids: Suggestions from Parents Compiled and distributed by the National Organization of Parents of Blind Children (NOPBC), this is a list of regular toys recommended by parents of blind children. The list is divided into three categories: 2 years and older, 5 years and older, and 9 years and older. To request this free list contact the National Organization of Parents of Blind Children, 1800 Johnson Street, Baltimore, MD 21230 (410) 659-9314 ext: 360, . Fun Play, Safe Play: A Guide from the American Toy Institute, Inc. A booklet of general guidelines which includes toy safety tips, consumer information about buying toys, an age-guide to buying toys, and other helpful tips. To order a free copy contact the American Toy Institute, Inc. 115 Broadway, Suite 400, New York, NY 10010. For up-to-date information about toys and play, visit their web site at: [PHOTO of a young girl sitting on the floor with pieces of a tube snap-together toy in her hand and scattered around her on the floor. The caption reads:] Snap-together toys improve dexterity. Toy Resource Hotline The National Lekotek Center has a toy resource hotline (800) 366-PLAY for parents to request information on appropriate toys for children with special needs. Lekotek centers offer in-person consultation to families of children with unique play/recreational needs. Guide to Toys for Children Who are Blind or Visually Impaired: 2000-2001 This booklet, developed jointly by the American Foundation for the Blind and the American Toy Institute, Inc., pictures and describes examples of some 100 toys on the general market. The toys are listed by categories such as ?Infant/Preschool Toys,? ?Role-Play Toys,? ?Activity/Outdoor Toys,? etc. Each toy listed is accompanied by a picture, toy description, manufacturer, price, age-range, and a code for blind, low-vision, and special needs. Contact American Toy Institute, Inc., 1115 Broadway, Suite 400, New York, NY 10010, (212) 675-1141, . Editor's Recommendation: If you choose to use this guide, I suggest you ignore the codes for blind, low-vision, and special needs. There were several toys that were only coded LV (low-vision), which I know are enjoyed by totally blind children. In fact, all toys were marked LV. The only codes used selectively were the B (blind) and SN (special needs?children with additional disabilities). Toys and Play: A Guide to Fun and Development for Children with Impaired Vision Written by Kim S. Blakely, Ph.D.; Mary Ann Lang, Ph.D.; and Barbara Kushner Sosna, SDA. This soft-cover book published by The Lighthouse, Inc., New York, New York, discusses the typical stages of play from infancy through age eight. Adaptations for blind and low-vision children are incorporated when appropriate into the descriptions of toys and activities at each level. For cost and other ordering information contact the Lighthouse National Center for Vision and Child Development, (800) 334-5497. Adapted-Toy Resources The following information comes from SpecialKids, a MetroKids publication: Dolls with Disabilities People of Every Stripe?Numerous dolls with special needs are available including dolls with Down Syndrome, dolls with wheelchairs, g-tubes, colostomy bags, prosthetic limbs, and walkers. The doll collection also reflects all races and ethnicities. (503) 282-0612. Dolly Downs?Each pig-tailed, stuffed doll with slanting eyes comes with a small book in her dolly backpack that tell the child she's not alone in looking different. 800 682-3714. Share A Smile Becky?Barbie's 11-½-inch fashion doll friend who uses a wheelchair. Becky is available at local toy stores. Catalogs Different Roads to Learning?toys designed to develop a range of cognitive skills. 800 853-1057. Therapro?A large therapeutic-activities section lists toys and activities that stimulate oral and motor skills. A huge selection of other toys, games, and activities to suit various disabilities and age levels. (800) 257-5376. Dragonfly Toy Company?Many toys, games, educational products, and even recreational products, like bicycles. (800) 308-2208; . Learning, Play, and Toys This distance education course: ?helps parents understand what can be learned by the child through play, toys, and social contact. Toys, activities, and games are recommended for children of different ages and developmental levels. Helpful hints about adapting activities for blind and visually impaired children are also a part of this course.? The course is free to eligible family members of blind children. Contact The Hadley School for the Blind, 700 Elm Street, Winnetka, IL 60093-0299, (847) 446-8111, . Braille Storybook Resources Compiled and updated annually by the National Organization of Parents of Blind Children (NOPBC), this is a list of organizations that provide print-Braille storybooks for sale, free of charge, or through a lending-library arrangement. To request this free list, contact the National Organization of Parents of Blind Children, 1800 Johnson Street, Baltimore, MD 21230 (410) 659-9314 ext: 360, . Dreams Can Be Realized for the Deaf-Blind, Too by Patrick Cave Reprinted from Impact, Vol. 12, Number 2, Summer 1999; A Feature Issue on Supporting Transition-Age Young People with Deaf-blindness. Patrick Cave lives in Seattle, Washington. The original title of the article is ?Dreams Can Be Realized.? I grew up on a Wisconsin farm with my four brothers and sister. When I was four, my mother died, and my father was left to raise six kids. At age five I started attending St. John's School for the Deaf in Milwaukee and was there through 8th grade. I then went to high school at the Wisconsin School for the Deaf in Delavan. My older brother and I both had Usher's syndrome. Attending the same schools as well as sharing a common language, the two of us were very close. He was killed in a motorcycle accident at age 21; I was 19 at the time. After several years of finding out where I belonged, I found my home in the Seattle area in 1985 within the deaf-blind community. I teach deaf-blind interpreting class every year in the fall. I team-teach with a hearing instructor, focusing on deaf-blind interpreting strategies and techniques, and on deaf-blind culture. During the course, the students experience a lab we administer in which they are put through a simulation of being deaf-blind. They have commented that it's a real eye-opener. In addition, since moving here I've worked at the Deaf-Blind Service Center and the Lighthouse for the Blind. I've now retired from all but the teaching, so my time is mostly my own. During the week I am up by 5:30 a.m. to catch up on the stock market news before the trading starts at 6:30. I have always been interested in the financial world, and now in the computer era I have access. And in the summer I am likely to head out to the lake later in the day to drive a jet-ski, with the help of a backseat driver to guide me around obstacles. And, of course, there is my main hobby; old classic cars. At the age of 16, I purchased a used 1958 Chevy for $200. The cars I currently own are a 1933 red Chevy coupe, a 1934 green Chevy four-door sedan, and a 1935 Chevy sport coupe. I belong to a Chevy club that focuses on keeping the cars in their original state, or restoring them. On weekends we go out on tours much like a Sunday drive with all old cars. Diane Black, my long-time girlfriend, now does the driving. With the club we plan tours and car shows, share car problems related to restoring, and attend monthly meetings. In May 1997, I won first place for the unrestored class in the Moses Lake, Washington, annual car show. In 1998, I took an engine rebuilding class at South Seattle Central Community College and received a certificate as one of two top students for that quarter. Compared with how I worked on cars in my earlier years, I now use my hands far more, feeling the car, whereas before I used my sight. And, I sense through touch things others might listen for. An example would be tuning up an engine; often I feel the vibration and know there is something wrong such as the distributor timing needing an adjustment. This can be a positive because I am comfortable working in the wee hours of the night, as I do not require light to work. On sunny days Diane and I can be seen tooling down the highway in the 34 Chevy. If you are unable to picture what a 34 Chevy looks like you may have seen one in the Bonnie and Clyde movies. Some people might think with a 34 that would mean sticking close to home. A few of the places we go have been Lincoln City, Oregon, to a deaf-blind camp; Vancouver, British Columbia; and often weekend excursions east of the Cascade Mountains to visit Diane's parents. There have been times we have put 700-800 miles on the old girl in one weekend trip. Of course, driving a 34 one does carry along spare gas, toolbox, oil, water, and an extra carburetor as you never know what adventures one will be faced with. While I have realized many of my dreams, I still have one more?to compete in the Great American Race. It is a race of old cars that happens every spring. It is cross-country, coast-to-coast, and takes about two weeks. My 34 would be my choice as you not only need a driver, but a navigator (me), and I would like to take a deaf friend to help Diane with the driving. In closing, I would like to say that dreams can be realized. We may only need to make some adaptations in life, and we all can be happy, be healthy in mind, and strive for our goals. Leber's Congenital Amaurosis Conference by Betsy Brint The Wilmer Eye Institute and The Foundation for Retinal Research sponsored the first conference ever for people with Leber's Congenital Amaurosis (LCA) and their families. The conference was held November 4 - 6 at the Maryland School for the Blind and Johns Hopkins Hospital. More than 200 people attended the Conference from countries all over the world including Ireland, Belgium, Canada, Turks and Caicos Islands, Panama, Saudi Arabia, Venezuela, Italy, and the U.S. Every family had one thing in common?a family member with LCA. People attending the conference had the opportunity to be seen by several specialists at Johns Hopkins Hospital. Heading the team at Hopkins was Irene H. Maumenee, M.D. Dr. Maumenee has a large number of patients with LCA who come to be seen by her from around the globe. She also heads a team of researchers studying LCA. The next LCA conference is planned for November, 2001. For more information, contact: Betsy Brint The Foundation for Retinal Research, 1985 Dale Avenue Highland Park, IL 60035 (847) 433-4030 Fax: (847) 433-1908 e-mail Will the Children Remember? by Eric Duffy [PHOTO: caption] Eric Duffy Reprinted from the Buckeye Bulletin, the newsletter of the NFB of Ohio, Spring/Summer 1997. Editor's Note: Sometimes I get calls from frustrated teachers who are discouraged because they don't seem to be making any progress with a student because of overprotective parents. The independence they encourage fades quickly because there is no parental follow-up or reinforcement. Eric Duffy, a long-time leader of the NFB in Ohio and a tireless advocate for blind children, understands and has a message for you: Don't Give Up! You see, he once was one of those children. Here is what he has to say on the subject: Having been a parent for almost two years now, I understand more than ever what parents mean when they say, ?I just want what's best for my child.? I now also understand that parental impulse to protect the child at all cost. One wants to protect him or her from normal bumps and bruises, more serious injuries, and even hurt feelings. All of this, of course, is quite normal. Like all parents I struggle with the temptation to overprotect. My son is entering the trials of the terrible twos, which are mostly for the parents. When he is about to fall, my immediate reaction is to grab him. When logic prevails, I permit him to fall, provided that the fall is not likely to cause serious harm. Otherwise, how will he ever learn the consequences of his actions? I have often said to teachers, parents, rehabilitation counselors, and others that without the opportunity to fail, one does not really have the opportunity to succeed. Therefore, whatever role we play in the lives of those whom we wish to protect, we are obligated to allow for the possibility of failure. It is only then that we create the opportunity for success. I now find myself in the position of having to practice what I preach. I know that, as John grows older, this will be even more difficult to do. As he grows older, he will take greater risks. Thus the consequences of his failures will be more severe. I have found that the desire to overprotect is greatly enhanced in parents of blind children. The reasons for this are many and vary from parent to parent. Most parents feel some sympathy for their blind child. ?Let's make life a little easier for Johnny. After all, he's blind.? Others feel a sense of guilt over their child's blind-ness. ?It is my fault that Johnny is blind, and I must do all that I can to protect him from his blindness.? It is this sort of thinking that prevents many blind children from having normal childhoods. Johnny is not permitted to run and play like most children because he might get hurt. Many parents hold the hand of a blind child while walking down the street long after the sighted sibling is permitted to run ahead. Many blind children are not asked to engage in chores required of their sighted brothers and sisters. Whoever said, ?The road to hell is paved with good intentions,? surely had the blind in mind when he said it. Despite the best intentions of the protector, every time that a blind child is prevented from engaging in the normal activities of childhood, he or she is forced to take a step down that well--paved road to hell. I am sure that this sounds like a rather strong statement to many parents, but I cannot overemphasize the harm that is done to blind children by well-meaning but over-protective parents. As a young child I did not use a cane. At that time young blind children simply weren't given canes. Therefore, whenever I was in an unfamiliar environment, I had to be guided by a sighted person. Someone else was always in control of where I went. Today, when I see children like Kaylee Arthurs and Macy McClain running ahead of or walking freely behind their parents and using their canes, I am grateful for the National Federation of the Blind. I am glad that their parents have heard our mes-sage and expect their children to travel as well as their sighted peers. I think of how much better my travel skills might be today had I been as fortunate as Kaylee and Macy. I also think about the children whose parents we have been unable to reach. I see children age ten and older clinging to their parents. These children do not yet know how to explore new territory and orient themselves to a new environment. Kaylee and Macy are light years ahead of them in developing travel skills. I feel sorry for these children. In many cases these children have canes. They are receiving travel instruc-tion, and they and their parents have been exposed to good blind adult role models. Many of these children still go to the restroom with the parent of the opposite sex. Imagine how these kids must feel when their parents are giving them the unspoken message that they are not even capable of going to the restroom by themselves. I don't have to imagine. Despite their best intentions, that is the message I got from my parents while growing up. Even when I was a senior in high school, my parents would carry all of my possessions from the car to my room at the Ohio State School for the Blind. I was per-fectly capable of carrying my fair share of the load, but it simply wasn't expected of me. After a while, if anyone ever commented on this fact, I made a joke of it. Of course the joke was my coping mechanism. I began thinking about some of these things shortly after the workshop on Braille and orientation and mobility spon-sored by the National Federation of the Blind of Ohio this spring. During the workshop several teachers commented on how absolutely frustrating it is to work with parents who simply will not allow their blind children to grow up. I told the teachers to keep encouraging these parents to let go, to make sure that the children never forget that the adults in their lives expect them to be normal. I told them that even though it may seem as if they're wast-ing their energy on the parents, the effort will have a positive effect on the child. My oldest brother Bob lived in California during most of the time that I was growing up. When he came home for a visit, he spent a good deal of time telling me that I needed to be more independent. At meals he insisted that I serve myself as everyone else did. I remember that he was the one who taught me the proper way to hold silverware. When I resisted what he was trying to teach me, he said that if I did not learn these things I would grow up to be helpless, hopeless, and hapless. He very often had to struggle with my parents to get them to allow me to do cer-tain things even when he was there to supervise. But, as one might guess, things went back to normal the day he left. Of course he was aware of this and came up with a solution to the problem. He wanted to take me to California to live. I was both delighted and terrified at that prospect. I did not go to live with my brother. However, to this day, I remember that he expected me to live a normal life. I could go on at length about how my par-ents' desire to protect me has negatively shaped the person that I am today and will continue to do so for the rest of my life. However, I have made the point to the best of my ability given the limited space in this newsletter. To parents of blind children, I say, think about what you are doing to your blind child the next time you want to make things a little easier for him or her. To those pushing parents to let go, I say, don't give up. The child will remember that you had high expectations even if Mom and Dad did not. Hear Ye! Hear Ye! Braille in a Bag ?Braille in a Bag? is a set of rubber stamps of the Braille alphabet letters and a few punctuation marks. They are great to use with sighted siblings or classmates who are curious about Braille. The set is available for $13.50 plus $1.50 s/h. To order write: Lynn Goeden-Hough, N21 W24305 Cumberland Drive, Pewaukee, Wisconsin 53072. Shaken Baby Alliance Parents and caregivers of babies blinded by Shaken Baby Syndrome may contact the Shaken Baby Alliance over the Internet for support and information. The Web Site is . IEP Material on Disk Two publications about the Individualized Education Program (IEP) are now available in plain text files on a 3 ½-inch floppy disk. The publications are ?Questions Often Asked by Parents About Special Education? (LG1 4th Edition, September 1999) and ?Individualized Education Programs? (LG2 4th Edition, September 1999). Both documents are published and distributed in print by the National Information Center for Children and Youth with Disabilities (NICHCY). The publications are reviewed by the U.S. Office of Special Education Programs for consistency with the Individuals with Disabilities Education Act Amendments of 1997, Public Law 105-17, and the final implementing regulations published March 12, 1999. To get these two publications on one computer disk, send shipping and handling costs of $5 to NFB Materials Center, 1800 Johnson Street, Baltimore, Maryland 21230. Make checks payable to the National Federation of the Blind or NFB. To order the print publications from NICHCY call (800) 695-0285 or check the Web Site at . Because Books Matter This little booklet from the National Braille Press is a must for every parent of a blind or visually impaired baby, toddler, or preschooler. Written by Carol Castellano, the booklet provides a blueprint for parents into the ways and means of providing those oh-so-vital pre-literacy experiences that, for sighted children, we take for granted. When do you begin to read print-Braille books to a blind baby? Where can you get these books? How can parents enhance the reading experience for children who cannot see (or see clearly) the pictures in picture books? Does Braille matter? Should parents learn Braille? Where can parents get instruction? How can parents encourage good tactile reading techniques? What are the Braille basics? Parents can expect to get answers to these questions, and many others, from this wonderfully informative and upbeat little booklet. Because Books Matter: Reading Braille Books with Young Blind Children is available free of charge from National Braille Press, 88 St. Stephen Street, Boston, Massachusetts 02115, (800) 548-7323, . NOPBC Updates: Elected: At the 2000 Annual Meeting of the National Organization of Parents of Blind Children the following officers were elected: President, Barbara Cheadle (Maryland); First Vice President, Carol Castellano (New Jersey); Second Vice President, Martin (Marty) Greiser (Montana); Secretary, Christine Faltz (New York); Treasurer, Brunhilda Merk-Adam (Michigan); and Board Members: Sally Miller (South Carolina), Tammy Hollingsworth (Indiana), Mark McClain (Ohio), Brad Weatherd (Montana), Samuel Baldwin (Missouri), and Maria Jones (Kentucky). Retired: We were very sad that Julie Hunter, our long-time Treasurer, chose to retire from the Board this year. She has been an outstanding Treasurer: organized yet creative; good with details, yet always able to see the big picture. Although she will no longer share her wisdom, talents, and deep understanding of NFB philosophy as a member of the NOPBC board, Julie will continue as an active member of NOPBC and as a leader of the parents division in Colorado. New Division: The Arkansas NFB affiliate is proud to announce the formation of the NFB of Arkansas Parents of Blind Children Group. The officers are: Della Berman, President; Sandra Giles, Vice President; Paul Giles, Secretary/Treasurer; and Hank Berman, Board Member. 2001 Annual NOPBC Meeting: The 2001 meeting will be held on Tuesday, July 3, 2001 at the NFB Convention at the Philadelphia Marriott, Philadelphia, Pennsylvania. The keynote speaker will be the winner of the 2001 Distinguished Educator of Blind Children Award. The lively and informative agenda will include reports from our state parent divisions regarding new and innovative programs and projects. Everyone is welcome?NOPBC members, non-members, parents, teachers, etc. There is no special registration fee, but attendees are expected to register for the NFB Convention, which is only $10 per person. See page 6 in this issue for information about how to reserve a room at the Philadelphia Marriott. NOPBC National Workshops: NOPBC will sponsor a day-long seminar at the NFB Convention on Sunday, July 1, 2001. The day will also include activities for children, teens, and a Family Hospitality in the evening. Other NOPBC workshops for parents will be scheduled on Wednesday, July 4 and Thursday, July 5. A supervised teen room will also be available at scheduled times throughout the convention. More information will be available in the Braille Monitor, the monthly publication of the NFB, and the next issue of Future Reflections. For more information you may also contact Barbara Cheadle, President, National Organization of Parents of Blind Children at (410) 659-9314 ext. 360 or . The NFB Web Site, will also have convention information. State Braille Bills Passed: Although the provision of Braille instruction to blind and visually impaired children is now required in the federal law (the Individuals with Disabilities Education Act?IDEA), it is still important for our NFB and POBC affiliates to press for Braille legislation at the state level. Such legislation can fine-tune, if you will, the Braille requirement to meet the specific needs and circumstances of blind children and teachers in that state. This past year Michigan and New York passed Braille Bills. This brings the total of states with Braille Bills to thirty-two. The Michigan Parents of Blind Children Division (MI/POBC) worked long and hard in partnership with the NFB of Michigan for the passage of their Braille Bill. Even the kids pitched in and helped. Here is the text of the testimony Kyle Neddo, son of Dawn Neddo, President of the MI/POBC, gave to state legislators in support of the Braille Bill: Hi. My name is Kyle, and I'm 10-years-old, and I would like you to support Bill 4377. Some of my friends that are blind like me don't get Braille in school like I do, and they don't have Braille books. I have my books in Braille, and I have a Braille teacher so now I can read. My Mom and Dad had to go to a lot of meetings to make sure I was going to learn to read Braille. Please help my friends to be able to read like me. Thank you. Low Vision Products We have been asked to publish the following information: Mons International of Atlanta, Georgia, has compiled, in response to customers' requests, a catalog of low-vision products and devices. The catalog also contains guidelines and tips for effective use of low-vision products. To request the Just For You catalog, contact Mons International, 6595 Roswell Road, N.E. #224, Atlanta, Georgia 30328, (800) 541-7903, Web Site , e-mail . Dizzy Disc Jr. From Quantum Toys comes this information: The Dizzy Disc Jr., a fun and safe spinning ride-on toy, allows kids to sit, kneel, lie down, and even stand as they play while improving balance and coordination! The Dizzy Disc Jr. is a great way to enhance any child's motor skills. A built-in level adjusts the slope of the disc. The greater the angle, the greater the excitement. Comes fully assembled, no batteries required. For ages 5 and up, up to 150 pounds. The Dizzy Disc Jr. was a finalist in the Family Fun magazine 1999 Toy Awards. For more information contact Quantum Toys, Inc., Seattle, Washington, (877) 526-8697, . Golf for Blind Kids Joe McCourt, Director of the Junior Golf Program, United States Blind Golf Association. Joe, who spoke at the 1999 Annual Meeting of the National Organization of Parents of Blind Children in Atlanta, Georgia, sent us the following announcement: We want to help in any way that we can to make sure that blind and vision impaired children and adults have the opportunity to learn to play the great game of golf. We are developing matches of children and adults with members of the PGA of America. This past summer we conducted clinics at guide dog schools, Lion's camps, and eye clinics. To learn more about our programs, please call us at: Adults: Call Bob Andrews at (850) 893-4511, e-mail: Children: Call Joe McCourt at (561) 569-3494, e-mail: . Web Site: . Policy Letter from Department of Education On June 8, 2000, the Office of Special Education and Rehabilitative Services, U.S. Department of Education (OSEP), issued a Notice of Policy Guidance on Educating Blind and Visually Impaired Students. This notice updates the policy memo that was issued November 3, 1995, and reflects the new and revised provisions of the IDEA Amendments of 1997. In the new memo, OSEP states: ?This notice provides important background information to educators in meeting their obligations to ensure that blind and visually impaired students receive appropriate educational services in the least restrictive environment appropriate to their unique needs. A description of procedural safeguards also is included to ensure that parents are knowledgeable about their right to participate in decisions regarding the provision of services to their children.? The policy notice may be viewed on the Internet in text or Adobe Portable Document Format (PDF) at either of the following sites: and . Individuals with disabilities may obtain the document in an alternative format (e.g. Braille, large print, audiotape, or computer diskette) on request to Katie Mincey, Director of the Alternate Formats Center, (202) 205-8113. For further information contact Rhonda Weiss or JoLeta Reynolds, OSEP, Mary E. Switzer Building, Room 3086, 330 C Street, SW, Washington, D.C. 20202. Telephone (202) 205-5507, TDD (202) 205-5465. Art History Through Touch and Sound From the American Printing House for the Blind (APH) comes this announcement: Art Education for the Blind and APH present Art History Through Touch and Sound. The first three components of this ongoing series, The Building Blocks of Art, The Art of Ancient Egypt, and European Modernism: 1900 - 1940, are now available from APH. For more information contact APH, 1839 Frankfort Avenue, P.O. Box 6085, Louisville, Kentucky 40206-0085. Phone (800) 223-1839, Web Site . You may also contact your regional Library for the Blind and Physically Handicapped for information about volumes from the series available for loan. Braille Letters The following information has been circulating among newsletters and Internet listservs: If you want to write a Braille letter to one of your friends, but don't know Braille, there is a new web site that will help you out. If you go to you can request that a letter be formatted, Brailled, and mailed to anyone in the United States. There is no charge to you to send the letter. All you have to do is open an account, sign in, and write your letter. Web-Braille Braille readers can now read or download their books on the Internet through a service called Web-Braille. The National Library Service for the Blind and Physically Handicapped (NLS) Web-Braille digital Braille book files can be accessed from home with a personal computer and Braille embosser or refreshable Braille display. For more information contact your regional Library for the Blind or Robert E. Fistick, Head, Publications and Media Section, National Library Service for the Blind and Physically Handicapped, Library of Congress, 1291 Taylor St. N.W., Washington, DC 20542; telephone: (202) 707-9279; e-mail: rfis@loc.gov. Music V.I. We have been asked to print the following: ?Music V.I.? is a series of music courses and lessons on audiotape for the visually impaired. Included is ?Intro to the Guitar for the Visually Impaired,? and ?Intro to the Piano for the Visually Impaired.? Each of these is $37, which includes shipping & handling. Once these courses have been completed, the student is ready to start using the ?Guitar By Ear? and the ?Piano By Ear? cassette library which is available from the developer. Contact Valdosta Music and Publishing, 704 Habersham Rd., Valdosta, Georgia 31602, (912) 249-0628. Financial Planning We have been asked to publish the following information: Merrill Lynch has launched a program designed to address the unique financial challenges faced by families with children with disabilities. Contact . MetLife's Division of Estate Planning for Special Kids will offer legal and financial assistance to parents of children with special needs. Also, they have prepared a free brochure, ?Planning for Your Special Needs Child? (brochure #512). Contact Metropolitan Insurance Company, One Madison Avenue, New York, New York 10010, (800) 638-5433, . Tactile Picture Recognition We have been asked to print the following: The Guild for the Blind offers a number of tactile picture books for blind children. The books are great for teaching tactual picture recognition, and they make wonderful coloring books, too. The books feature Braille-print text and pictures made from Braille dots, called ?Braillables.? A manual for parents and teachers about how to make and use Braillables is also available. For more information contact Guild for the Blind, 180 North Michigan Avenue, #1700, Chicago, Illinois 60601, (312) 236-7463. Accessible Games for Windows We have been asked to share the following information: Accessible Games are Windows 95/98 games written by the blind for the blind. These games interface directly to JAWS for Windows (JFW) version 3.3 or higher, and the Window-Eyes screen reader to give spoken feedback to the user. This interface, sound effects, and keyboard support make these games very accessible for blind gamers. Games currently available are Accessible Battleship, Accessible Blackjack, Accessible FreeCell, Accessible Memory, Accessible Simon, Accessible WordPlay, Accessible Word Scramble, and Accessible Yahtzee. For more information, contact Robert Betz, 12961 Spencer Street, Fort Meyers, Florida 33908. The games are available at . Future Reflections The National Federation of the Blind Magazine for Parents of Blind Children 1800 Johnson Street * Baltimore, Maryland 21230 (410) 659-9314 * www.nfb.org * nfb@nfb.org New Subscriptions * Renewals * Address Changes Date: ________________________Phone number(s):___________________________________ Name:_________________________________________________________________ ________ Address:______________________________________________________________ _________ City:___________________________________State:______________Zip:______ ______________ Name of child:_________________________________________Birth date:_________________ [ ] Parent [ ]Teacher [ ]Other________________________________ [ ]$8.00 Subscription. I understand this includes a family membership in the National Organization of Parents of Blind Children. [ ]$15.00 Non-member subscription This is a: [ ]New Subscription [ ]Renewal [ ]Address or other change I prefer the following format(s): [ ]Large print [ ]Cassette tape [ ]Both Changes: Please print old or duplicate name and/or address as it appears on your magazine label in the space provided below. Please let us know if this is an old name/address to be changed to the one given above, or if it is a duplicate that you wish deleted. ______________________________________________________________________ _________ ______________________________________________________________________ _ ______________________________________________________________________ ______