FUTURE REFLECTIONS THE NATIONAL FEDERATION OF THE BLInd MAGAZINE FOR PARENTS OF BLIND CHILDREN Barbara Cheadle, Editor Published by the national Federation of the Blind 1800 Johnson Street Baltimore, MD 21230 (410) 659-9314 ISSN 0883-3419 Vol. 13, No. 3 Barbara Cheadle, Editor, Fall, 1994 Contents From Taking Notes to Taking Out the Trash: by Bonnie Peterson A Parent's Guide to the Slate and Stylus: by Barbara Cheadle Pre-Reading Activities for Blind Preschoolers: by Ruby Ryles Braille Literacy Legislation: Testimony from A Parent: by Julie Hunter Is it a Book or Just Paper?: by Bernadette Kobierecki Here I Come, Ready or Not: The Making of a Video: by Myra Adler Lesser Making Whole Language Work: by Carol Castellano Encouraging Expressive Speech: by Donna Heiner Tactile Drawings: A Proofreader's Perspective: by Carolyn Miles Teaching Sheela: by Tom and Sherry Bushnell I Don't Know, Ask Jeff!: by Tom Balek School Uses Technology to Mainstream Blind Students: Serena's Baseball Chronicles: Does Your Horse Have a Broken Leg?: by Allan D. Nichols Who's a Lucky Dog?: by Mark Noble Your ID, Please: by Judy Sanders Accepting Help: How to Break the Cycle: by Joyce Scanlan Fitting in Socially: by Doris Willoughby From the Handbook for Itinerant and Resource Teachers of Blind and Visually Impaired Students Congratulations! 1993-1994 Braille Readers Are Leaders Contest Winners: Parent Power: Hear Ye! Hear Ye!: SPECIAL INSERTS: 1994-1995 BRAILLE READERS ARE LEADERS CONTEST FORM; HOLIDAY PRODUCT UPDATE, NFB MATERIALS CENTER. FROM TAKING NOTES TO TAKING OUT THE TRASH by Bonnie Peterson Editor's Note: The following article is based upon a speech Mrs. Peterson gave at the parents' seminar on Friday, July 1, at the 1994 National Federation of the Blind National Convention in Detroit, Michigan. Bonnie Peterson is President of the NFB of Wisconsin, a wife, a mother, and a university professor. She is also blind. I teach communications and public speaking in the university system of Wisconsin. I am also blind. Taking notes is of course something that is extremely valuable to me. From my experience I believe that note taking is probably one of the most important skills that your children will learn. So what is note taking and how is it valuable? First of all, note taking is not tape-recorded documentation of information. Note taking is where you, the notetaker, pick and choose the information you wish to retain. For true note taking this must be done in a medium that is flexible and quickly accessible. You also have to be able to take notes under a wide variety of circumstancesþwhile you're standing or sitting; inside or outside; and so forth. There is no question that the skill and art of note taking leads to active listening. In other words, the better you take notes, the better you listen. You need to listen in order to pick and choose which things you wish to take down. That is, you must be constantly making decisions as you write down notes. When children start to study for tests and exams from notes, they begin to realize the importance of making good decisionsþespecially if their notes were incomplete and the information they need isn't there. Note taking leads to better decision making skills, and this in turn promotes leadership qualities. One of the key skills of successful leaders is juggling five or six or more different things at the same time. Successful people are busy people. Once people discover you are a competent, skillful leader everybody wants you. Note taking allows people to function more efficiently and effectively and therefore be more successful. I take notes on a myriad of topics, and I take them in Braille. I use Braille to write notes to myself about the grades and other important information about my students. I use Braille when I judge speaking competitions. There is no way anyone could remember, or would care to remember, all the intricacies of each speech and each speaker, so I use my Braille for that. I use Braille for political issues, especially public hearings. The information in my testimoniesþthe figures and statisticsþare all written down and at my fingertips; and frankly, no one beats me. As a matter of fact I have a running competition with my Congressman, Gerald Kletchka. We have a sort of game we play. He wants to see if he can get to his statistics faster than I can get to mine. So far I've always won, and I like it that way. I intend to keep it that way, too. I also use Braille in my home life. I use it for writing down appointments, grocery lists, and for keeping track of my two daughters' schedules. (They have basketball practice, volleyball and soccer games, gymnastic classesþand I have to see that everyone gets to the right place at the right time.) But it wasn't always that way. I didn't always take notes in Braille. When I went to school my parents were told that I didn't need Braille; after all I could see. We didn't know about the National Federation of the Blind then. My parents trusted the professionals, so I did not learn Braille as a child. Instead I learned to take notes in a dive-bomb fashion. Now, when you take notes this wayþand you can; it is doableþyour back and shoulders are hunched up and your nose is literally on the paper as you drag your face across the page. But I didn't need Braille. I could see. And a funny thing happens if you have long hair: it all plops down on the desk, onto your paper, and into your face so you're eating hair while you're trying to take notes. Nobody thinks about those things. You also eliminate what little light there is because your head is blocking it off, and there's a tremendous amount of eye strain. But that's how I took my notes. In between classes I would go into the ladies' room and wash the ink off the tip of my nose. (Later, in high school, I didn't want the boys to see ink on my nose so I had to devise methods to wipe it off in class without being obvious.) I went through certain stages in my childhood trying to deal with the fact that I really couldn't see (we didn't use the word blind when I was a child). My family was Polish, and we heard a lot of jokes about Polish people with big noses. So I thought that Polish people must have big noses, and I must have a bigger nose than other people. I remember thinking that if I didn't have this rotten Polish nose, I could get close enough to the paper to read without getting ink on the tip of my nose. This is true confession timeþnot many people know thisþI decided I could squish down my nose and make it smaller by sleeping face down in my pillow. I really did. But after a few weeks my desire for air and my fear of suffocation while I slept made me give up. I still have the nose with which I was born. So, I gave up my "ethnic nose" stage and I moved into another stage; the "martyr" stage. By this time I was in eighth grade, early adolescence. For years I had heard people say things like, "Isn't she remarkable? That poor little thing struggles so hard. Look at how good she does with the little that she has." My reaction in this stage became: "Nobody knows the trouble I've seen. Nobody knows but me, and I will endure this for the greater good of society and someday I will be rewarded." However, my "Joan-of-Arc" stage didn't last very long, eitherþI was quite aware that, like Joan, I was getting burned. I didn't really want people to pity me, to pet me, and tell me how sweet and wonderful I was to endure this hardship. That wasn't what I was about. So I moved into another stage. This was the "Buck up, Bonnie, and just make the best of this. This is the way the cards of life have been dealt out to you, so watcha' gonna' do?" stage. I stayed in that stage for a long timeþa long, long time. I stayed in my "poker-hand of life" stage into and beyond my college years. When I went to college I was still dive-bombing my paper, of course. (However, I did devise a hairstyle so I wouldn't eat my hair anymore.) The college I went to was quite a ruthless college, by the way. They treated everyone equally. I was fortunate to get a very strong education there. Communication was the career I chose. In communication classes we did a lot of group analysis. Groups of students were videotaped as they interacted, and professional evaluators critiqued and rated each student within the group according to communication principles and criteria. These evaluations were given to the class instructor, who would then review the evaluations with each student. It was my turn on this one particular evening. I will never forget itþit was nine o'clock in the evening on a Tuesday. Sister (my instructor) was going through this process with me. (She had not seen the videotape of course. She was merely reviewing the evaluation with me.) On the list of things that I had done was a comment about withdrawing behavior. For those of you who don't know anything about communication jargon, withdrawing behavior is the worst thing that you can do in communication. It's sort of like turning your back on a personþignoring them. It means that you have taken your consciousness, your essence away from the group. My instructor said, "Bonnie, leading behavior here, challenging behavior here. Those are all positive, but what is this? Withdrawing behavior? You never withdraw. What are you doing here?" When I told her I didn't know, this upset her more than the behavior itselfþthat I could do something and not be aware of it. So she read the description from the evaluation to me and asked me again just what I had been doing. "Well, I was only taking notes, Sister." "Notes aren't withdrawing behavior. Show me what you do when you take notes." So I played World War II Ace and dive-bombed the paper and pretended to take notes. So she asked me, "Bonnie, what is the definition of withdrawing behavior?" I regurgitated the definition of withdrawing behavior as any good student should do. She left it at that, but I didn't. I thought about it. She was right. To take my face, my bodyþthe entire portion of my upper torsoþaway from the group and to be down there on top of that paper for even a millisecond was, of course, withdrawing behavior. This bothered me. I had always been praised and encouraged for taking notes this way. Now someone was telling me, for the first time in my life, how this behavior was interpreted in the real world. I wasn't bothered enough to change anything right away, but I certainly put it on the back burner to simmer. I continued to dive-bomb my paperþI was the best World War II fighter pilot Aceþeven after I stumbled into the National Federation of the Blind and saw wonderful positive blind people doing things that I couldn't do in a million yearsþlike reading and writing (Braille, of course) comfortably and easily. They were people who weren't struggling with eyestrain, which had become such an ordinary fact in the course of my everyday life that I didn't even bother complaining about it. You would think that this would be enough to make me change, but it wasn't. It was the actions of my three-year-old daughter that did it. I was reading her a book about Dumbo, the elephant. Of course, reading the book meant wrapping it around my face. I still remember how she just looked at me and said, "Daddy read me." What I heard in her words were, "You are stupid; you are embarrassing; I am going to get as far away from you as I can; you're dumb." Now she didn't mean to be cruel, but as far away as a three-year-old could get was across the room to her dad, and that was far enough for me. I learned Braille with the help of the Federation in two months. By the way, let me tell you something else that you probably won't believe. If any of you would have come to me during the time I was still dive-bombing and offered me one million dollars in unmarked bills tax-free if I could read back to you notes I had written a month ago, I couldn't have gotten the money from you. I was taking notes that I literally couldn't read. But I knew no other way. It was what the professionals told me I should do. After Braille came all the chairmanships of the committees that I serve on and all the expertise and success in teaching that I have enjoyed. All of this comes after Braille and the help of the NFB. I owe a great part of who and what I am today to the National Federation of the Blind. My parents didn't know a lot about note taking, but they did know about taking out the trash. They knew about providing me with strong values, about teaching me to be responsible, and what it was to do a job well. From the time I was a young child I was expected to do household tasks, make my bed and do it correctly, fold up my clothes, and put them away. By the time I was eight years old I was helping my mom on Saturdays to clean the house. My job was the bathroom, hall, and the stepsþthe total cleaning thereof. When I was thirteen my mom went to work. It was just going to be a part-time job, she said, just for a little extra spending money in the family. But my mom was so good that she moved up into management full-time. By the time I was fifteen I was grocery shopping, ironing, and taking care of the family. I did all of that and I did it well, for nothing less was acceptable to my parents. Now, kids are kidsþblind or sightedþand they want to get away with what they can, especially if they are creative, and I was. When I was about thirteen I developed a passion for long, hot showers. But soon my long, hot showers began causing the bathroom tiles in our bathroom to fall off the wall. I figured out that if, after a shower, I would just plunk those babies right back up on the wall, they would stay until the next person took a shower, and that person would get the blame, not me, for the falling tiles. Of course, my parents eventually pinned it down to me. Slowly they eliminated the possibilities, and the only possibility that was left was Bonnie. "Stop taking those hot showers," my father said. "Okay, Dad, sure." Of course I was too old for them to monitor my showers. I just opened up the window, fanned out all the hot air, plunked the tiles back up on the wall, and left. The next family member would come in, and plunk, plunk, plunkþdown would come the tiles. It was clear that I wasn't going to stop taking long, hot showers; and the tiles were going to keep on plunking down. Then one day my dad called, "Bonnie!" He was in the bathroom, so I came in and he said, "Here, this is for you." It was a can of tile cement and a trowel. He said, "You're taking these tiles off the walls with these showers. I can't stop you from taking the hot showers. If you're old enough to do it, you're old enough to fix it up, and I'll show you how." And to my dismay, he did. I soon learned that this tile responsibility was in fact mine. If I put the tile up improperly, or if I didn't squish the tile cement on all the portions of the tile, then the tiles would fall off; and, unlike before, even if this occurred after someone else's shower, I had to go in and fix them. You can imagine the teasing I got from my younger brother and sister. This was too degrading, so you can bet I learned how to be an excellent mason. It taught me many things, this little experience with shower tiles, but I never gave up my love for long hot, showers. When my husband and I built a home we put in a fifty-gallon hot water tank instead of a little thirty-five gallon because I never wanted to run out of hot water. I also amazed the contractors with my knowledge about bathroom tiles, backing, drywall, and ceiling materials. I did not plan on ever putting up bathroom tiles againþespecially in my own household. What did this all mean? What did my parents teach me? They taught me that if you mess it up, you gotta' fix it up. What you do, you need to be responsible for. My parents didn't know the value of Braille, but they did know about other values. They were smart people, and they didn't fall for my adolescent trickery and deceit. My blindness (even though we didn't call it that, then) was never an acceptable excuse for getting out of a job that had to be done. They taught me not to shirk responsibility, and they never made excuses for me. If homework had to be done, and it took other students an hour, and it took me two hours, then that's how long it took. I did the job. I did it thoroughly, and I did it well. If there was a test, and it was going to take an hour for other students to take the test, then I needed to figure out a way that I could do it in an hour, too. These lessons about responsibility have stayed with me throughout my life. My parents thought of the future, of the woman who would be running her own household someday. They thought of the woman who would be married to a man and what a man would wantþa responsible wife. They thought of a woman who would be a mother to children and the skills this would require. You need to think about these things for your children. The young children they are now are not the women and the men they will one day be. What will be required of them in the future? This is extremely important for parents to think about and plan for. My parents did, and I shall always be thankful for this. Trash. There are many things that you can put in and take out with your trash, excuses for one. Pile up all of the excuses that you have about why your child can't do this or that regular chore, and put them in the trash. There are no excuses. People are not rewarded for what they cannot do, or for the least they can do. People get rewarded for what they can do, and the best rewards go to those who do the job the best. My "Joan of Arc" martyrdom stage certainly taught me that. I wasn't getting rewarded. I was being pitied, pushed back, and ignored. That's not good. That's not healthy. Along with the excuses that you throw into the trash, you need also to throw in low expectations about blindness. Replace these with high expectations. The best place you can find high expectations about blindness is through the National Federation of the Blind. It's the only organization I know that consistently promotes high expectations. So, low expectations, into the trash. The next thing to throw in the trash is negative attitudes about blindness. These can be subtle. They creep up on you. They creep up from other people; people who will tell you, "Oh, don't discipline himþthe poor child is blind!" or "You let her do that? But she's blind!" or "Your little boy does so well you wouldn't even know he's blind." Put all these negative attitudes, low expectations, and excuses in a nice hefty bag, tie it up real tight, take it out with your trash, and bury it in the deepest landfill you can find. But even when you do this, you will sometimes find yourself in doubt. "Maybe I am pushing my child too hard." "Can she really do this?" "Maybe I am trying to overcompensate." Again, go to the National Federation of the Blind. Talk to parents and blind men and women who are in this organization. Read the materialþFuture Reflections, the Braille Monitor, the Kernel booksþand think about what you hear and read, then balance it out. There are more negative attitudes and low expectations about blindness out there than there are positive attitudes and high expectations. But this isn't the way it has to be. There are better attitudes and higher expectations about the blind than there were in my own childhood because of the work of the National Federation of the Blind. Even with this support you are going to have doubts, and yes, you're going to make mistakes. You will not be a perfect parent. No parent is. Parenting is hard work. It's hard work whether you have a blind kid or a sighted kid. (It's harder incidentally when you have a thirteen year old, which I am willing to sell for anything you want.) But don't let yourself, as a parent, get into that martyrdom stage that I went through as a blind child. You know, the "My goodness, am I not a wonderful parent because of the things that I endure. Someday I will be rewarded." You will not be rewarded any more than I'm going to be rewarded with my kids. Our kids will grow up, go away, and we'll be lucky if we see them at Christmas. Our job is to train our children to be the best possible people they can be, to pass on to them values of honesty and responsibility. Blindness does not need to change any of our expectations for our children. Whether it is taking notes or taking out the trash, the blind can do it, too. PARENT'S GUIDE TO THE SLATE AND STYLUS by Barbara Cheadle If, after reading the title of this article, you have just asked yourself "Isn't the slate and stylus obsolete?" or "Isn't the slate and stylus too hard for children to learn how to use?" or "What is a slate and stylus?" then I hardly need to say more about the need for this guide. For, you see, the answer to the first two questions is a resounding No! No, the slate is not obsolete, and no, it is not too difficult for even small children to learn how to use. As for the last question, "What is a slate and stylus?" let me just say that it is the cheapest, simplest, and most portable method for writing Braille. If your mind is still buzzing with questions, and you are not satisfied with the answers I just gave, then I was right. This guide is long overdue! Read on! Review Of The Braille System Braille was first developed about 1820 by a young Frenchman named Louis Braille. He created Braille by modifying a system of night writing which was intended for use on board ships. He did this work as a very young man and had it complete by the time he was about 18. He and his friends at the school for the blind he attended found that reading and writing dots was much faster than reading raised print letters which could not be written by hand. The development of this system by young Louis Braille is now recognized as the most important single development in making it possible for the blind to get a good education. It took more than a century, however, before people would accept Braille as an excellent way for the blind to read and write. Even today many people underestimate the effectiveness of Braille. While tapes and records are enjoyable, Braille is essential for note taking and helpful for studying such things as math, spelling, and foreign languages. Experienced Braille readers, however, read Braille at speeds comparable to print readersþ200 to 400 words per minute. Such Braille readers say that the only limitation of Braille is that there isn't enough material available. Braille consists of arrangements of dots which make up letters of the alphabet, numbers, and punctuation marks. The basic Braille symbol is called the Braille cell and consists of six dots arranged in the formation of a rectangle, three dots high and two across. Other symbols consist of only some of these six dots. The six dots are commonly referred to by number according to their position in the cell: 1   4 2   5 3   6 There are no different symbols for capital letters in Braille. Capitalization is accomplished by placing a dot 6 in the cell just before the letter that is capitalized. The first ten letters of the alphabet are used to make numbers. These are preceded by a number sign which is dots 3-4-5-6: .  .    Thus, 1 is number sign a; 2 is number sign b; 10 is number sign a-j and 193 is number sign a-i-c: .   . .    .  . .  . . .   . . . . . . Braille is written on heavy paper, and the raised dots prevent the pages from lying smoothly together as they would in a print book. Therefore, Braille books are quite bulky. Some abbreviations are used in standard American Braille in order to reduce its bulk. These must be memorized, but most Braille readers and writers find them convenient, rather than a problem. What Is a Slate and Stylus? A slate and stylus is to a Braille reader what a pen or pencil is to a print reader. Like the pen or pencil the slate and stylus is inexpensive, portable, and simple to use. From taking notes in a classroom to jotting down a phone number the usesþand advantagesþof the slate to the blind are as many and as varied as those of the pencil or pen are to the sighted. Just as the pen or pencil is designed to place a visible mark on a piece of paper, the slate and stylus is designed to punch (emboss) raised, tactile bumps or dots onto a page. Since Braille is a very exact systemþthe dots in the Braille cell must be precisely spacedþit wouldn't do to attempt to punch dots free-hand onto a page. In order to hand-Braille accurately, there must be a puncher (the stylus) which, when pressed into the paper, will raise a tactile Braille dot, and a guide (the slate) which will allow the user to punch the dots into precise positions. Just as pens and pencils come in a variety of styles and sizes, so do slates and styluses. All, however, have common characteristics. The typical stylus is about two inches long. It has a half-inch metal point for punching the dot into the page, and a one-and-a-half-inch wooden handle with a rounded knob at the end so it may be firmly and comfortably gripped by the index finger and thumb. Although the handle may vary on different types of styluses, all will have a metal point for embossing Braille dots. The typical pocket slate is made either of metal or plastic. It is hinged so that there is a guide under the paper and a guide on top. The slate is about the width of an average piece of paper (8 inches wide) and four lines of Braille high (a little less than 2 inches). The top piece of the guide has small, evenly spaced openings the precise size and shape of the Braille cell. These are sometimes called windows. The bottom guide has small indentations so that the Braille dots will be consistent in shape and size. Again, slates come in different models to suit different writing needs. There is a slate, for example, especially designed to be used as a guide for 3 x 5 note cards. All slates, however, will have a top and bottom guide as described. Together, the typical slate and stylus weigh about two ounces. Both are easily carried in a pocket or purse. Why Should Blind Children Learn to Use the Slate and Stylus? For all the same reasons that sighted children learn to write with a pencil and pen. Think about it. Sighted children have had access to typewriters, tape recorders, and even computers for years. Yet, none of these devices has replaced the need for pencil and pen. The ability to take quick, legible notes with a cheap, simple, portable device is important for both print readers and Braille readers. A slate doesn't use batteries or an electric outlet. It can be carried in a pocket. It is cheap to replace and inexpensive enough that several may be purchased at one timeþjust like pens. The slate and stylus allows the Braille reader to write down information he or she can immediately read and review anywhere, anytime. A student may easily take a slate and stylus with him or her on school or family trips, to summer camp, Sunday school class, scout meetingsþanyplace a pencil can go, a slate and stylus can go. Students may write classroom notes; take a telephone message; take down names, addresses, and telephone numbers; and write out all types of Braille labels and lists with a slate and stylus. How Does the Slate and Stylus Compare to Other Methods of Writing Braille or Taking Notes? Most children today begin writing with a Braille writing machine. This may be what your child is currently using. These machines are comparable to typewriters. The Braille writer has a keyboard of only six keys and a space bar, instead of one key for each letter of the alphabet. These keys can be pushed separately or all together. If they are all pushed at the same time they will cause six dots to be raised on the paper in the formation of a Braille cell. Pushing various combinations of the keys on the Braille writer produces different letters of the alphabet and other Braille symbols. The Braille writer is about the size of a medium size typewriter, but is much heavier at ten pounds. The Braille writer is excellent for writing and editing reports, doing class assignments in the elementary grades, doing math problems, keeping financial records, and generally any Braille writing which does not require moving the Braille writer from place to place frequently. The Braille writer's bulk and weight make it a poor choice for most note-taking tasks when students begin moving from class to class in school. It is impossible, of course, to slip a Braille writer into a pocket or purse as one does with a slate and stylus. Sometimes students believe that a tape recorder will handle all their note-taking needs. Although tape recorders are useful to blind students, they are not good note-taking devices. Note-taking means sifting the information as one listens and making decisions about what is important to write down and what is not. It also means condensing and organizing the information as one writes. It is not possible to do any of this quickly or well with a tape recorder. Besides, students who record an hour lecture must spend another hour listening to itþand even more time studying from it. If they had taken Braille notes in class, they could skim through those notes in less than half the time that it would take to study from a taped lecture. There is also, of course, a whole array of electronic Braille note-taking devices (such as the Braille 'n Speak), talking computers, and Braille printers for students to choose from today. The Braille note-taking devices are especially popular among high school students, college students, and professionals. It is significant, however, that the most versatile and efficient of these students and professionals are those who also keep a slate handy in their desks or pockets. Even the Director of the International Braille and Technology Center for the Blindþa facility which displays a sample of every Braille and speaking device for the blind in the worldþkeeps a slate in his suit pocket. For quick, ordinary note-taking needs, the slate still can't be beaten. How Fast Can a Student Write with a Slate and Stylus? As fast as a sighted student can write notes with a pen or pencil. However, good instruction and daily practice are as important for the Braille student as they are for the sighted student. If the blind student is not keeping up and complains that the slate is too slow, it is probably due to inadequate instruction and/or practice. One author of a slate and stylus teaching manual suggests that blind students should be able to write a minimum of 15 to 20 words per minute by the time they enter high school. This speed is based upon timed trials in which the student writes out complete sentences with correct spelling and punctuation. Obviously, as the author points out, much faster speed can be obtained when using note-taking shortcuts. One blind woman worked several years as a note-taker with a state agency which investigated equal employment opportunity complaints. The job required taking notes at formal hearings. Some hearings were recorded, but note-takers were needed for those who objected to this. The notes did not need to be verbatim, but they did need to be thorough and accurate. Some hearings lasted as long as three hours. She could not use a Braille writer for it was deemed too loud and intrusive by the hearing judges. So, she used a slate and stylus to take the notes and typed them up later to turn in. She soon developed a reputation for being an outstanding note-taker, and hearing judges frequently requested her services. The woman learned to write with the slate in first grade, when she was six years old. How Long Does It Take to Learn to Use the Slate and Stylus? How long does it take to learn to use a pen or pencil? This depends. It takes only seconds to learn how to hold the pencil and make a mark on a piece of paper. It takes a little longer to learn how to hold the pencil correctly when writing words and letters, and of course it takes much longer to learn how to print and write cursive correctly and legibly. It partly takes a good deal of time because the student is learning the letters while he or she is simultaneously learning to write them. The same is true when learning to write Braille with the slate and stylus. The rudiments of using the slate and stylus can be learned in minutes. Proficiency in using the slate comes with months or years of regular practice and usage (as in the case of very young children). Remember, this is also true for sighted students learning to write with a pencil. As a parent you may be wondering how fast you could learn to use the slate and stylus. The National Organization of Parents of Blind Children sponsors Beginning Braille for Parents workshops. In three hours parents learn the basics of reading Braille and writing it with the slate and stylus. They learn how to insert the paper into the slate frame, how to correctly hold the stylus while punching the dots onto the paper, how to use their fingers to guide the stylus and keep their place, and how to move the slate guide down the paper as needed. Then, as they learn Braille letters, they learn how to use the slate guide to punch in the correct dot positions for the desired letter. Parents leave the workshop feeling that Braille reading and writing is fun and easy! Many continue to study and practice Braille reading and writing on their own. Of course not everyone can attend a workshop, so at the end of this guide is a list of manuals and other materials which may be used for independent home study of Braille and the slate and stylus. Are There Any Differences between Learning to Use a Pen or Pencil and Learning to Use a Slate and Stylus? Yes, but let's first review how they are NOT different: Both systems, as discussed in the questions above, have the same function and advantages and get the job done equally well; both systems take about the same time to learn; and neither system is inherently any more difficult to learn than the other. Please keep these similarities in mind. In the long haul they are more important than the differences. The differences between the methods of writing arise naturally out of the fact that one is a visual system and one is a tactile system. For example, most people learn to hold a pencil at a slant. But different hand and finger positions and motions are required for slate and stylus usage. For ease and efficiency in punching Braille dots, the stylus must be held in a straight up and down position. Also, punching dots onto a page requires slightly more force than is needed when writing with a pen or pencil. Teachers of blind children often encourage young blind children to play with pop-together toys because this activity develops strength and dexterity in the fingers. This dexterity is also required when opening the four-line pocket slate and repositioning the paper. On the other hand, while sighted students must essentially learn four different ways of forming each letter of the alphabetþprint upper-case, print lower-case, cursive upper-case, and cursive lower-caseþblind children need to learn only one form for each letter. (As noted in the review of the Braille system at the beginning of this guide, a Braille word is capitalized by simply placing the Braille dot 6 before the letter to be capitalized. This is much simpler to learn than an entire new form for each letter.) Finally, a person writing Braille with the slate and stylus begins at the right side of the paper and ends the line on the left, since the dots are being produced on the underside of the paper. Of course, the Braille reader reads from left to right, for the dots are then on the top side of the paper. Although this may seem a bit confusing, it need not be at all troublesome, since both reading and writing progress through words and sentences from beginning to end in the same manner. If a blind student is confused and refers to writing with a slate as "writing backwards," then incorrect teaching methods are likely being used. No respectable elementary teacher in the country, for example, would teach sighted students that a d is a backward b. Of course it is reversed, and of course students figure that out, and of course some students have a few problems because of it. However, correct teaching methods combined with lots of practice solve this difficulty. The same is true of learning to write with a slate and stylus. When Should Blind Children Learn to Use a Slate and Stylus? Blind people who started school anytime up to the late fifties or early sixties find this question amusing. Although the first mechanical Braille writing device was invented in 1850, Braille writers were not commonly available to blind students of all ages until after 1951þthe year the modern Perkins Brailler went into production. In those early years Braille writing machinesþif they were available at allþwere used only by students in the higher grades, and one machine was shared by several students. So, what did blind first-graders use all those years before the Braille writer was invented or available to them? Why, the slate and stylus, of course! (This is still true, by the way, in developing nations where Braille writers are far too expensive for common usage.) Some parents today are successfully experimenting in using the slate and stylus with their blind pre-schoolers. The children use the slate and stylus for the same purpose that sighted pre-schoolers use a pencil or other marker: to scribble. Just like a sighted child, a blind child may pretend that his or her scribblesþthe Braille dotsþare words or even pictures. This gives the child a positive experience with the slate and stylus so that when formal instruction begins they are comfortable with the slate and eager to learn to write real words with it. Today, teaching manuals commonly recommend that the slate and stylus be introduced in the third grade. The author of one manual suggests that students do not need to begin formal instruction with the slate and stylus until entrance into middle school (sixth grade). Students should certainly begin no later than this. As you can see, there is no consensus on the best time to begin writing instruction with a slate. It can be successfully taught at any time from kindergarten on up. Remember, however, that it is easier to gain the interest and cooperation of younger students. Also, slate and stylus skills should be firmly in place by the time the child is old enough to want and need a truly portable system of writing. If those skills are not in place, the child begins to be subtly excluded from certain activities. Consider, for example, a typical meeting of a Girl Scout troop of girls grades 3 through 6. The troop is planning a camp-out. Each patrol within the troop is told to plan a menu for one of the meals, make a grocery list, and take the list to the store to buy the foods. They must also plan one activityþa skit, a game, etc.þfor the camp-out. Before they begin planning, however, each patrol must choose one of the girls to be the patrol secretary to keep all necessary notes and lists. Slate and stylus skills would put a blind scout on an equal footing with her sister scouts in handling this necessary task for the group. She would also get early experience with one of the most common jobs in our society. Secretaries are needed everywhereþin business and in volunteer community organizations. What Is the Best Method for Teaching the Slate and Stylus? Although there are a few variations in approaches to teaching the slate and stylus all good teaching manuals adhere to the same basic principles. For example, all the best manuals insist that the word backward never be used when describing or teaching the slate and stylus method of writing. Instead, the authors of these manuals encourage phrases such as starting side or approach side; first column, second column; first side, second side; direction of travel; and so forth. This approach is essential for the best success. Beyond this, a good teaching manual or method description should provide the following: (1) an explanation of the importance of building motivation and enthusiasm in the student through discussions and demonstrations of the usefulness of the slate and stylus; (2) a thorough description of the sequential steps to take in teaching the student how to physically manipulate the slate and stylusþi.e. inserting paper, holding the stylus, moving the paper down, locating the Braille cell window with the tip of the stylus, and so forth; (3) lesson plans or a sequential list of letters and words to be introduced to the student; (4) miscellaneous information about materials, equipment, and teaching aids; and (5) guidance and suggestions about promoting daily practice and use of the slate and stylus among students. Listed below are some teaching manuals which meet these criteria. A few of these manuals were written primarily for teachers of newly blind adults. They have been included because parents might find them useful as self-teaching guides and because some of the methods and teaching aids they promote apply to children, too. Also included in this list are manuals or handbooks which include slate and stylus teaching instructions as a chapter or segment of that book. Page and/or chapter numbers are given with these listings. Teaching the Braille Slate and Stylus by Philip Mangold Exceptional Teaching Aids 20102 Woodbine Avenue Castro Valley, California 94546 (510) 582-4859 or 1 (800) 549-6999 Teachers' Guide for the McDuffy Reader: A Braille Primer for Adults by Sharon L.M. Duffy ("Teaching Slate Writing," pp. 9-13). National Federation of the Blind 1800 Johnson Street Baltimore, Maryland 21230 (410) 659-9314 Braille Writing Simplified by Claudell Stocker National Organization of Parents of Blind Children, A Division of the National Federation of the Blind 1800 Johnson Street Baltimore, Maryland 21230 (410) 659-9314 Slate and Stylus Program from Patterns: The Primary Braille Spelling and English Program, Level C Hilda Caton, Director. Betty Modaressi, Editor. American Printing House for the Blind P.O. Box 6085 Louisville, Kentucky 40206-0085 (502) 895-2405 or 1 (800) 223-1839 Handbook for Itinerant and Resource Teachers of the Blind and Visually Impaired by Doris M. Willoughby and Sharon L.M. Duffy ("A Braillewriter in My Pocket," Chapter 18, p.135) National Federation of the Blind 1800 Johnson Street Baltimore, Maryland 21230 (410) 659-9314 (Call after 12:30 p.m.) What Kinds of Slates and Styluses Are Available, How Much Do They Cost, and Who Sells Them? The typical pocket slate and stylus was described under the heading "What is a Slate and Stylus?" The pocket slate, as you will recall, can come either in plastic or metal. The plastic slates are the least expensive ($3.00, including the stylus), but are only available in the four-line, 28-cell-per-line size. They are also not as durable as the metal slates. Metal slates are more expensive but are also available in a wide variety of sizes and styles to meet different needs. Some of these are note-card size slates (six-line, 19-cell), with or without a hinge; pocket slates (four line, 27 cell) with a notch for holding labeling tape; one line, 25 cell slates for labeling tape only; pocket slates with an open back so that the Braille can be read without removing the paper from the slate; slates designed exclusively for embossing cassette labels or playing cards; and board or desk slates. Prices vary among sources, of course, but will typically range from $8.00 or $10.00 for the single-line slate to $14.00 to $30.00 for the regular or specialty metal slates and up to $40 plus for desk or board slates. The board slate, which is especially useful to Braille transcribers, comes in three pieces: a sturdy page-size writing surface (much like a clip-board) made of wood, plastic, or masonite board; a heavy-duty metal four-line, 41- or 27-cell slate; and a regular stylus. The board has a clip at the top to hold the Braille paper in place and matching holes down the right and left sides of the board. The slate is like a regular pocket slate with the addition of two small round pegs on the back side of the frame. These pegs, when inserted into the matching holes on the sides of the board, hold the slate firmly in place. When the student has completed four lines of Braille the slate is eased out of the holes and slid down to the next set of holes and so on until the page is full. In addition to the regular stylus described earlier, there are styluses with a flat-sided handle to prevent rolling; pencil shaped styluses; and reversible metal styluses (flat or regular handles) in which the point may be removed and reversed for storage inside the handle. These vary in price from roughly $1.00 to $8.00. Wooden or metal Braille erasers which flatten unwanted Braille dots are usually available in a price range from $1.00 to $3.00. Some sources for slates and styluses are: National Federation of the Blind Materials Center 1800 Johnson Street Baltimore, Maryland 21230 (410) 659-9314 (Call after 12:30 p.m.) American Printing House for the Blind P.O. Box 6085 Louisville, Kentucky 40206-0085 (502) 895-2405 or 1 (800) 223-1839 Howe Press 175 North Beacon Street Watertown, Massachusetts 02172 (617) 924-3490 LS&S Group P.O. Box 673 Northbrook, Illinois 60065 1 (800) 468-4789 VisAids, Inc. 102-09 Box 26 Richmond Hill, New York 11418 1 (800) 346-9579 PRE-READING ACTIVITIES FOR BLIND PRESCHOOLERS by Ruby Ryles Sometimes blind and visually impaired children come to preschool or kindergarten with less than average strength in their hands and fingers. This is the age that pre-reading and reading and writing activities should formally begin for children. Even if your child is not a future tactile reader, it is wise to spend time playing with him or her to develop arm, hand, and finger strength. Below is a partial list of activities you and your child might enjoy while doing just this. As you play you will find other activities which use these muscles. The goal is for your child to do the activity independently. But above all, have fun! Arm and Hand Strength: Weight-bearing activities such as: playing as a human wheelbarrow; creeping up hills or over obstacles; pushing wagon, weighted box, loaded sandbox trucks; and doing yoga positions: cat, cobra. Grip and Finger Strength: tearing paper and fabrics; squeezing water out of sponges, washcloths; squeezing bulb syringe medicine droppers; cutting with scissors on different textures and fabrics; using a paper-hole punch; playing with playdough and bread dough; playing with manipulative toysþLegosþ, Tinkerþ toys, snapblocks, pop beads; playing rope pull, tug of war; holding on to rope or hoop while being pulled on scooter; using clothespins; using toolsþhammer, saw, screwdriver, nuts and bolts; using tongs or tweezers to pick up small objects; playing with magnets; @BULLET = opening jars and containers with lids; turning knobs or dials, pushing buttons; typing on manual typewriter; bowling; squirting water from empty soap bottle or squirt gun; "waterpainting" with large brush; doing simple cooking activitiesþstirring batters; using garlic press, potato masher, juicer, hand mixer, sifter; pouring water from one container to another; and using cookie cutters with playdough or cookie dough; playing wash dayþwring out water from cloth and hang on clothesline with clothespins; using stick or spoon handle to draw in wet sand; solving puzzles made from rubber; placing clay into plastic lid, patting smooth, and drawing pictures on it with pencil or stick; crumpling paper (vary the weight) and tossing to a target; tying knots (vary weight and density of cord); operating a stapler; opening rubber bands with one hand and placing on a tube or dowel; popping packing bubbles; and using easy grip pegs and pegboards. (This list of activities is provided with the cooperation of Peggy Jensen, Occupational Therapist, Marysville, Washington.) BRAILLE LITERACY LEGISLATION: TESTIMONY FROM A PARENT by Julie Hunter Editor's Note: In April, 1994, Colorado joined the ranks of the 25 states which have passed Braille literacy legislation. The following testimony was given by Julie Hunter, mother of a blind teen-age daughter and president of the Parents of Blind Children Division of the NFB of Colorado, on behalf of this legislation. As our regular readers know, model Braille literacy legislation was developed and promoted by the National Federation of the Blind. These laws assert the right of blind childrenþincluding those with partial sightþto learn Braille. This legislation is a significant part of our campaign to eliminate illiteracy among our nation's blind and visually impaired population. Here is what Julie Hunter said about the need for this legislation: Mister Chairman and members of the committee: Thank you for the opportunity to address you this morning. I am here in support of House Bill (HB) 1148. I am the parent of a blind child and the president of the Parents of Blind Children Division of the National Federation of the Blind of Colorado. In that role I receive phone calls from parents asking for advice and support on many different issues. I would like to tell you about two of those phone calls which I believe will help to clarify why this bill is so important to the future of visually impaired children. First, I would like to tell you about Mrs. Smith and her visually impaired son Robert. Robert is one of those children who is legally blind and has some usable vision. Three years ago, when Robert was eight years old and in the second grade, his mother called to ask for help in getting Braille instruction for her child. Robert was being provided with several types of magnification and a special light at his desk so that he could read print. He hunched over his reading so that his eyes would be within two or three inches of the page. The option of Braille was never discussed with Mrs. Smith. In fact, the mother brought up the possibility herself. I quote from the mother: "As early as kindergarten I repeatedly asked about Braille but the teacher would say, `Why do you want to do this to your child? Look at this big machine he would have to use [meaning the Braille writer]. Why do you want your child to be different?'" As you can well imagine, this mother was torn. On the one hand she didn't want to argue with this teacher. She felt intimidated and insecure. On the other hand she had a gnawing feeling that her son was not going to make good progress while straining to read at close range and fatiguing very quickly. To make a long story short, Diane McGeorge [the blind Director of the Colorado Center for the Blind, a Federation training center] and I went to the IEP meeting with Mrs. Smith, and Braille was written into the plan. However, the story does not end here. During the meeting it became clear that the teacher of the visually impaired was not comfortable with teaching Braille. He said that he had not taught it for some time and would have to "review as we go along." In fact, I handed the teacher a page of Braille belonging to my daughter who was in middle school, and the teacher was unable to read it. That teacher decided to leave the school district and a replacement was not found that year. The next year another teacher of the visually impaired was hired, and she began Braille instruction with Robert. At that point I lost touch with Mrs. Smith. I had an occasion to talk to her recently and asked how things were going. She told me dejectedly that she had given up, she had lost the fight. It seems that Robert got contact lenses and reading glasses which somewhat improved his reading vision. Now he could read without magnification. The teacher said that Braille was no longer necessary; he would be a print reader. But, says his mom, he still has to hold the page four inches from his eyes, and he still fatigues easily. In fact, his reading speed is slow, and he is behind his classmates. The teacher has recently mentioned that they will be using more taped material in middle school because his speed is slow. Mrs. Smith still feels that Robert would be better off if he could have both reading modalities, print and Braille, but she has given up. The teachers and school personnel have Robert on their side now. They say, "He doesn't want to learn Braille." She feels intimidated and powerless against the professionals and a pre-adolescent son who now doesn't want Braille because it would make him look different. Here is a mother who has more good sense than the people trained in education. She can see the trend: slow, laborious reading; more and more taped material; and the probable decline in Robert's education in general. But, she has given up because a teacher has made the decision that he will read print, period. She just got tired of fighting for something in which no one else believed. The second story is much shorter. This is an opposite situation and one that supports the good job that many teachers are doing in determining reading modalities. I had a call this week from a mother who has a child who also has a lot of usable vision. Her child is in kindergarten and is being taught Braille and how to use a cane. This mother's call had to do with the fact that she was having a difficult time accepting the fact that these alternative skills were being taught. She always thought that her child could see pretty well and that she wouldn't have to "look blind." Intellectually she recognizes that Braille and canes are good things, but it's hard for her to accept. She recognizes that she needs to work on her own attitudes about blindness in order to support her child. Here is an example of how the system should work. The teacher of the visually impaired jumped in early and got this child started. The mother would have gladly accepted large print and magnifiers for her child. She could have postponed dealing with her own insecurities and prejudices about blindness and blithely gone along for the ride. There are hundreds of parents like her. Without guidance they do not know enough about what consequences lie ahead when their child reaches high school or college and can't keep up, or what the consequences can be in lowered self-esteem. There are teachers of the visually impaired who are adequately assessing reading modalities, who believe in the efficiency of Braille, and who are very competent teachers of Braille. There are also teachers who are not bad teachers, but they believe Braille is a "last resort," that it is a symbol of blindness to be avoided if there is remaining vision, even if that means you hold the book in front of your nose and tire after reading two pages. We need HB 1148 to provide the framework on which to build regulations which will guarantee every legally blind child a fair chance to learn. IS IT A BOOK OR JUST PAPER? by Bernadette Kobierecki Speech given at the Saturday, May 21, 1994, Children's Braille Book Club 10th Anniversary Celebration National Braille Press, Inc., Boston, Massachusetts From the Editor: What happens when institutions providing services to the blind really listen and respond to the consumers they serve? A little over ten years ago Diane Croft, a representative of the National Braille Press, attended a National Convention of the National Federation of the Blind. At that convention she heard blind adults and parents of blind children talking about Braille literacy and about the need for more Braille books for young blind childrenþespecially affordable books parents could buy. Ms. Croft listened, the National Braille Press responded, and the Children's Braille Book Club was born. On May 21, 1994, the National Braille Press celebrated the 10th Anniversary of the Children's Braille Book Club. Parents of sighted children who have access to literally thousands of free or inexpensive books through schools, public libraries, book stores, toy stores, and even magazine and card shops, cannot fully appreciate the significance of this celebration. But a parent of a blind child can. Here is the delightful presentation that Bernadette Kobierecki, a parent of a blind child and an early subscriber to the Children's Braille Book Club, gave at that celebration: In April 1993, my husband, daughter, and I enjoyed a family wedding in New York City. David and Ann, both teachers, love books. At the reception dinner we discovered a different paperback book had been placed by each name card. On Rachel's plate was the 1993 Winnie-the-Pooh Calendar in print/Braille from National Braille Press. We were delighted. The young couple and all who were aware of this beautiful surprise beamed with joy at Rachel's reaction. But the most frequent comment made was "Do you have any idea how many phone calls to how many states it took to buy that book?" Yes, we do know, and we feel it's a bit easier now than it was ten years ago, which is why we're all gathered here tonight to celebrate. When Rachel was born sixteen weeks too early friends gave her a button which said, "Of course I believe in miracles. I am one." Our Rachel and the Children's Braille Book Club are actually twins, both "little miracles" in the waning months of 1983. To us, reading and books are as necessary as air and water. If we needed print and she needed Braille, the simple solution should have been books for all of us, right? As Rachel says, "Not!" Braille and print books are not available in the local bookstore. Except in elevators, Braille does not surround us in everyday life the way print does. Additionally, the average sighted person I've met has little if any knowledge of Brailleþespecially the Grade II Braille which appears in most books. For Rachel, a blind child with parents who are sighted, Braille did not just "happen." Sighted children don't magically become ready to read and write. They begin by developing language and vocabulary based on life experiences. For years sighted children watch big people read and write and derive meaning from the marks on the paper. Sighted children read along when mom and dad read aloud; they play at reading pictures and end up wanting to read for themselves. Children are children and, blind or not, much of the process is the same. Rachel's language and vocabulary needed to be built on her life experiences, too. But with some tangible differences. Yes, sun is warm and shade is cool. But how tall is that tree? And how wide is the sky? Dogs are easy, but a bird is more than a flying whistle. Yes, pumpkins and carrots are orange, grass is green, and the sky is blue. But more, orange is a flavor and smell, green grass has texture, and blue water has a temperature. We threw rocks into a local pond. I said, "The big rock made a big splash, and the little rock made a little splash." Rachel said, "No, the big rock made a low tone, and the little rock made a higher tone." Her idea was more meaningful. Our child has been a good and patient teacher. We loved to read togetherþit was always cozy and funþand story tapes were great, too. But without the Braille it wasn't really reading. We didn't learn about the Children's Braille Book Club for sixteen months. We were busy reinventing the wheel. In the meantime, that first summer, from a defunct source, we bought two print-Braille books for $49.20! In April of 1985, Rachel, in her grandma-powered stroller, and I attended our first National Federation of the Blind meeting and heard Diane Croft from National Braille Press speak. We returned home with a source of role models and a subscription to the Children's Braille Book Club. One hundred dollars a year provided Rachel with a new book each month and the joy of receiving her very own "mail for Rachel!" When we read together, if it had Braille dots, she would feel it and say, "It's a book!" Without the Braille she would push it away and declare, "That's paper." As book club members our awareness of and respect for publishers has grown. Covert Bailey lectured at the Yankee Dental conference in Boston in the mid- to late-1980's. My opinion of purchasing Fit or Fat and The Target Diet was sought. I urged "Buy Covert's books; he's published by Houghton Mifflin." Anyone who listens learns how Rachel's book club depends on the generosity of book publishers. Donations of wonderful titles have included Too Much Noise and The Three Bears. Mere mention of these stories elicits groans of recognition from our weary family and friends who were commanded to read, read it again, READ IT AGAIN, PLEASE! And the sound effects had to be just right. Walt Disney said, "There is more treasure in books than in all the pirate loot on Treasure Island, and, best of all, you can enjoy these riches every day of your life." Rachel now has some eighty-five volumes of treasure on her bookshelf acquired through her membership in the CBBC. Not a huge library, but enough to select a story or lesson for the day. Recently, she queried, "Mom, what is Curious George curious about, anyway?" "Well, Rachel, just like you, Curious George is curious about everything." And books contain stories and lessons to satisfy the Curious George in all of us, from the concrete to the abstract. In 1988, Your First Garden Book by Marc Brown appeared. We planted Johnny's Selected Seeds, and our photos show Rachel with her herbs and vegetables against a lush sunflower-studded garden, eating vegetables many kidsþand some former Presidents of the United Statesþwouldn't touch! In Arthur's Nose we read, "There's a lot more to Arthur than his nose." The words sighted or blind tell us precious little about the whole person, be they child or adult. Shouldn't it be as plain as the nose on Arthur's face that the wrapping paper tells us nothing about the gift inside the package? In Knots on a Counting Rope, we, too, are invited to race the darkness of fear and win. Grandfather's gift of courage, love, and understanding transcend race and culture. For all mankind throughout the eonsþ Grandfathers have offered wisdom And boys have offered hope. "But there are many ways to see, Grandfather," the boy says. And I remember a summer evening on the Cape. The men went ocean fishing that day. We women, Rachel among us, toured town. Reunited over dinner, Rachel told her dad about the creaks and jangles of the drawbridge; the boat horns and the seagulls' cries; the scents of candles, leather, and books; the aroma of goodies baking; the herbs she tasted in her seafood lunch; and the sweet, chewy salt-water taffy. One thoughtful man approached me to say that Rachel's account had humbled him into realizing how little of his other senses he used, and that he felt diminished by his reliance on his eyes and was shocked to discover that seeing and vision are not the same. Yes, there are many ways of seeing and learning, of adapting and relating to the world around us. Over the past ten years, we've tickled under a tree, followed Mrs. Mallard and her ducklings safely across busy streets, been sad and mad, made spaghetti with Dad, gone to school with Miss Nelson, crunched through snow hunting owls, ridden steam trains to the North Pole, learned to sleep overnight with Ira, and been so exhausted by it all that we've said, "I am not going to get up today"þbut unlike the Little Red Hen, we didn't have to do it all by ourselves, because you were there. We need all the little engines that could among youþworking to improve the accessibility, cost, and selection of Braille materials; advocating for Braille literacy as being just as important as print literacy for our children; insisting that the child learning Braille and other adaptive skills may need a variety of services and programs; and helping the public to form more positive attitudes. For tonight, our congratulations to the National Braille Press's Children's Braille Book Club and warmest thanks to all its extended family: the publishers, authors, directors, teachers, role models, trustees, officers, supporters, donors, and staff. Happy 10th Birthday! HERE I COME, READY OR NOT THE MAKING OF A VIDEO by Myra Adler Lesser Editor's Note: Mrs. Lesser is a member of the board of the National Organization of Parents of Blind Children. She is, obviously, a parent of a blind child, but she is also an experienced early childhood teacher and trainer of student teachers. The following is an account of how she came to produce a practical video addressing the concerns of nearly everyone in a school who comes into contact with a blind student. The film is a quality product in every way. No doubt, as Myra points out in her article below, there are ways she can improve upon this one in a future film. Be that as it may, this is a film I would recommend to anyone needing an educational and training tool for school personnel or anyone else who needs to know how a blind child functions successfully in a regular public school setting. Every year blind children are being mainstreamed (included) in regular public school classrooms where teachers and aides who have never before been around a blind child are expected to welcome them in and work with them. This can, and often does, create much anxiety on the part of everyone involved. At the beginning of preschool, kindergarten, and first grade I wished there had been some way that I could have helped alleviate the anxiety I could feel on the part of each new classroom teacher and aide that would be working with my son, Alex, who is blind. Even the principal and other teachers in the building had many concerns and questions. When I heard that the Parents of Blind Children of New Jersey was holding a training session for teachers and aides last September, I requested that Alex's teacher and aide be sent to the training. My request was denied. I felt that the teachers needed some familiarity with and reassurance about how a blind child can function in a public school classroom. I decided then that, in lieu of a training session (or better yet, in addition to it) a video of how one blind child is being included would be helpful to Alex's future teachers and also to teachers and aides in other schools who are anticipating including their first blind child. I thought about making a video for several months. I wanted to show some really basic things, such as how he learns to read, how he moves safely around the classroom, how he gets to the bathroom, what he does on the playground, how he goes through the cafeteria line, and so forth. But I had no experience or equipment with which to do it. So, I solicited the help of the Western Instructional Support Center (WISC), a Pennsylvania agency that supports school districts in their work with special needs children, and the Distance Learning Center which has the staff, facilities, and equipment to produce a professional quality video. They liked the idea that this project was initiated by a parent and they provided the technical assistance and equipment I needed. Everyone at Alex's school was extremely cooperative and helpful, especially Peggy Johnson, his Braille teacher, and Dian Heil, his mobility teacher, as well as all the other teachers, staff, and administrators. (Alex's presence in the school impacts everyone.) Debby Oppel Holzapfel, who works for WISC, led me through each step of the video process and co-produced it with me. I learned many things in the process of producing this video. In addition to the technical aspects, I also learned more about Alex's actual daily education. In general, I am very pleased with how things are going. Alex is performing at grade level and appears to be well liked by the other children and the adults. However, I am not happy about how much he is being led around by other people, and in the future there will be much more emphasis on more independent mobility with his cane and less sighted guide. My initial intended audience for this video was school personnel. However, the day I received my first copy of the video I also had a visit from a caseworker from Blind and Visually Impaired Services (BVS). I was very excited to have my first audience for my video. He was surprisingly interested in watching it and remarked afterward that he really hadn't known how they teach blind children in school, even though he works with blind people every day. It occurred to me that perhaps there are many other people who could benefit from seeing just how a blind child functions and is taught in a public school. Anyone who is interested in ordering this video, which is named: "Here I Come, Ready or Not," can write to me. The video is 30 minutes long and sells for $10 to Pennsylvania residents and $25 to out-of-state residents. (Price includes shipping and handling.) Checks should be made out to Lancaster/Lebanon Intermediate Unit 13, and sent to: Myra Adler Lesser 137 Lesser Lane Chicora, PA 16025 MAKING WHOLE LANGUAGE WORK by Carol Castellano Editor's Note: Regular readers are familiar with Carol Castellano. Not only has Carol written numerous articles for Future Reflections, she is the very active president of the Parents of Blind Children Division of the NFB of New Jersey and Second Vice President of the National Organization of Parents of Blind Children. The topic of this article is quite timely. New teaching methods and approaches are a challenge to parents and teachers of blind children. Every time some new teaching approach is introduced, parents and teachers must ask, "Can these new methods work for blind students, too? What materials and adaptations will be needed?" These were the questions which faced the teachers when Carol Castellano's daughter, Serena, entered a grade which used the whole language approach. Here is what Carol has to say about their experiences in applying the whole language approach with a Braille student: Whole language is an approach to teaching reading and writing which differs in many ways from the traditional system in which most of us learned to read and write. In the traditional approach children are grouped by reading ability and reading is taught during a certain period each day. Students read from basal readers, the grade-by-grade reading books which contain words chosen for their readability at a certain grade level. Phonics, spelling, and grammar are each taught as separate skills at separate times. The traditional approach might be characterized as skill-based. In whole language classrooms a great deal of time during the school day is given over to reading and writing. In place of basal readers, "trade books" are used, authentic works of fiction and nonfiction that can be purchased at a bookstore. Instead of being grouped according to reading ability, all students read the various trade books. Students are exposed to a wide variety of materials, structures, and styles and also to the rich, poetic, and often complex language of real literature. Skills such as phonics and spelling are worked on in the context of what the children are reading and writing and are integrated into other curriculum areas. The whole language approach might be called meaning- or content-based. Other hallmarks of the whole language approach include student choice of reading material and shared, cooperative reading and writing activities designed to develop appreciation, reflection, thinking, language, and speaking skills. Reading and writing are integrated into all curriculum areas. Teachers encourage intellectual risk-taking instead of rote memorization and answers. They subscribe to the idea that the learning is in the doing, thereby placing emphasis on the process of writing, not just on the finished product. The whole language approach has provoked much discussion and controversy. Proponents of the approach say that it worksþ children not only learn to read and write with more pleasure and ease, but they become eager, independent, confident, lifelong readers and learners. Those who object to the trend toward whole language fear that the approach is too loose and leaves too much to chance. The flexibility of whole language is in direct contrast to the controlled nature of traditional programs. Traditional teachers know and rely on the controlled vocabulary and skills checklists of basal readers and workbooks to gauge the progress of their students. Some feel it would be chaotic to try to keep track of what the children know and don't know if children read books of their own choosing and if reading is dispersed throughout the day. They fear the loss of formal phonics instruction. Some opponents of whole language are afraid children will not learn how to read. Some simply do not want to change. Despite the controversy, the whole language approach has been adopted in many school districts across the country. What happens when a Braille student enters a whole language classroom? When my daughter entered first grade, the staffþcommitted, experienced whole language teachers who had never taught a blind student beforeþexpressed great reservations. They believed she would not be able to participate successfully in the program. One even suggested that she change schools! The teachers expressed many reasons for fearing that whole language would not work with a Braille reader. Due to the need to introduce Braille contractions in advance, they felt Serena would not be able to cope with the random vocabulary found in trade books. A controlled vocabulary as found in basal readers, the teachers reasoned, would make for easier reading for Serena. In addition, they would have no lists of new vocabulary prepared to give to the Braille teacher as they would with basal readers. Since trade books would also be used for subjects such as social studies and science, the teachers thought the reading for those subjects, also, would be too complicated. They wondered if it would be possible to get all the necessary books Brailled, since whole language requires many more books than just one textbook for each subject. And lastly, the teachers did not want to give up their freedom to use a wonderful poem or activity they found the night before because they would not have it in Braille the next day for Serena. They also felt that this would limit what would be available to the rest of the children in the class. When I analyzed what was being said, I realized that the concerns of these experienced whole language teachers about whole language for a Braille student were identical to the concerns expressed by traditional teachers about whole language for any student! The concerns boiled down to one fundamental idea: we really don't know how to do this and make it work! Serena has been in our school district's whole language program for two-and-a-half years now and as I write this (mid-third grade), she sits contentedly reading a Bobbsey Twins book. I think all her teachers would agree that Serena has fully and successfully participated in the whole language program and that she has certainly learned how to read! The inclusion of this Braille student in the program was accomplished without increased burden on the Braille teacher and without restricting the materials the teachersþand other studentsþcould use. Several strategies were employed to make for a successful whole language experience (many of which would apply to any reading program). Here are some of our ideas: Much advance planning and preparation was done so that books and materials were ready on time. Books were chosen well in advance (approximately seven months). Teachers were aware of books which were already available in Braille and books on computer disk which could be quickly obtained in Braille. The teachers took care to let the Braille transcribers know which books and materials would be needed in September and for each subsequent month. We acted as a teamþclassroom teacher, teacher's aide, Braille teacher, and Iþto discuss, plan, adapt, troubleshoot, and solve problems. The Braille teacher previewed books for new contractions and taught them in advance until all contractions had been taught. When Serena did not recognize a contraction in class, the teachers looked it up on a "cheat sheet" (Braille contraction chart) and told her what it was. (Incidentally, with trade books, sighted children, too, are challenged with interesting new vocabulary! A blind student can simply participate with the others in whatever vocabulary activities the class is doing.) Instead of taking Serena out of class for every lesson, the Braille teacher spent a great deal of time in the classroom, integrating the Braille lesson with the classroom reading activities. Reading speed was an issue for the longer passages in chapter books. At home we practiced speedier reading exercises and games (see end of article). We were also advised to have Serena read EVERY NIGHT! We taught Serena how to skim so that she could follow along efficiently when others were reading aloud. The teacher occasionally sent home the book the class would be reading next for Serena to preview. Sometimes she sent a book home for Serena to finish reading chapters. A print copy or photocopy of the book was sent home for all books that Serena was reading, including student-choice and library books. In this way, when Serena got to single-spaced, double-sided Braille books (second grade level and up), anyone, even those not familiar with Braille, could follow along as Serena read and provide ordinary help when needed. An M-Print, a modified computer printer which translates Braille into print, was attached to the Braille writer so that Serena's writingþdaily journals, comprehension questions, reports, paragraphs, etc.þwas immediately accessible to her non-Braille-reading teachers. The school purchased a Braille Blazer (a Braille embosser from Blazie Engineering). Attached to a regular computer, the Blazer enabled the teachers to type in material and produce Braille immediately, thus preserving the teachers' freedom to use newly found materials without excluding their blind student and resulting in access to more Braille for Serena. I am happy that my daughter was given the opportunity to take part in the school's whole language program and that she is progressing well in it. In addition to reaping what seem to be the benefits of the whole language approach, she has been allowed to experience what everyone else is experiencing. Our conclusion is that with proper planning, teamwork, flexibility, and careful outlay of funds, blind children can successfully participate in a whole language reading program. Some Activities for Speedier Reading Have the child follow along as you read aloud and then stop reading; child must pick up reading aloud where you dropped off. You read aloud at a normal pace; the child skims along and follows your reading by paying attention to the beginnings and endings of sentences and end punctuation. Child reads easy or familiar material and practices going fast (encourage "lots of fingers on the Braille"). Demonstrate an appropriate reading speed by gently moving the child's hands across the lines of Braille; have an adult blind friend demonstrate good reading technique to your child. Practice fast page-turning exercises and activities which can help develop good reading habits and faster reading. Resources for games and exercises: Mangold Developmental Program of Tactile Perception and Braille Letter Recognition Exceptional Teaching Aids 20102 Woodbine Avenue Castro Valley, California 94546 1 (800) 549-6999 Guidelines and Games for Teaching Efficient Braille Reading by Myrna R. Olson, Ed.D. in collaboration with Sally S. Mangold, Ph.D. ISBN: 0-89128-105-3 American Foundation for the Blind 15 West 16th Street New York, New York 10011 ENCOURAGING EXPRESSIVE SPEECH by Donna Heiner Editor's Note: The following article is reprinted from materials published and distributed by the Blind Children's Fund, Inc. Parents Ask: How Can I Encourage Expressive Speech in My Young Visually Handicapped Child? Give your child words for important persons and objects in the environment. Children learn language which works for themþlanguage which meets their needs. They need useful words: Mommy, Daddy, Go, Ball, Water. When you describe objects use words that have meaning to the child because of touch, smell, taste, and vision qualities. Use models your child can imitate. Children learn to say what they hear. Other children or adults are models. Sometimes you have to plan opportunities. If you are trying to help the child learn to ask for a drink, stage a dramatic example. "I'm thirsty. May I have a drink? Umm, that's good!" Give your child reasons to use language. Children speak to express them- selves. To encourage expressive language make some thingsþa special toy or a snackþavailable only when the child asks. Help the child to ask before obtaining it. Speak simply. Baby-talk is for babies, but adult speech, which is often complex, is difficult for a child to understand. Speak in short, simple sentences that the child can begin to remember and imitate. "This is a ball." "It's time to go." Respond to your child's attempts to communicate. Give your immediate full attention to your child when he or she is trying to tell you something. Your attention encourages early attempts at speaking. Show the same courtesy you would show to an adult who is just learning our language. Try to understand the child. Expand on your child's speech. First sentences tend to be telegraphic. The child uses only the important words and phrases to convey an idea. "Ball." "Mine." You can help by putting in the left-out words. "The ball is mine?" Expect gradual progress. Learning occurs in small steps. Competent speech requires time to develop. A cry of discomfort becomes "Wa," "Water," "Want water," and finally "I want a drink of water." Provide meaningful listening experiences. Using television or radio as a background hinders the visually handicapped child's efforts to attach meanings to what he or she hears. Children who spend many hours listening to the television sometime learn to mimic the sounds they hearþthey speak, but do not communicate. Give your child the opportunity to ask. Avoid anticipating the child's every need. If you think the child is thirsty, wait before providing something to drink. Let the child attempt to communicate. Even a gesture or sound is a beginning. TALK TO YOUR CHILD ABOUT EVERYTHING AND ANYTHING! TACTILE DRAWINGS: A PROOFREADERS'S PERSPECTIVE by Carolyn Miles Editor's Note: This article is reprinted from the Fall, 1992, issue of the NBA Bulletin, a publication of the National Braille Association, Inc. By way of introduction, let me say that I currently proofread for the Division of Educational Testing all Regents and competency exams given in Braille to elementary and secondary school students in New York State. During the past twelve years I have had the opportunity to read exams in a wide range of subject areas including reading, history, English, science, mathematics, and languages. As you might imagine, history, the sci-ences, and mathematics exams contain the majority of the tactile graphics. I have been blind all my life, but my exposure to drawings and books began very early. I loved to be read to by my mother and grandmother but also wanted to have my own books. My first books were musical ones. They were a great invention of the early 1950's. The books were actually cardboard boxes shaped like books. The front cover opened to a few pages which contained the words of a nursery rhyme or song. On the right side of the box was a crank which operated a music box inside the back part of the book. Unfortunately, my collection has been lost but the special memories of playing with them still remain. My mother and father were actually very creative about finding interesting toys as well. I knew the shapes of some letters before I started learning Braille at the age of four. One of my baby rattles was shaped like the letter G. One day my father came back from a trip, and his surprise gift for me was a clock puzzle. All the numbers came out, and under each piece was a raised image of the number so I could match the numbered pieces to their positions on the clock face. Although I could not see colors I was intensely curious about them. The textures of clothes were a good way for me to remember what colors would go well together. My understanding of color is still an ongoing process. During childhood I listened to what people said about what I was wearing or how they felt about the colors in their surroundings. I learned that I felt happy around certain colors and was always curious to know if they were in the environment. My early childhood favorite color was yellow. In addition to touching objects, my mother also gave me the opportunity to create them with clay. That isn't so amazing but she also gave me crayons and the challenge of working in the two-dimensional plane. When I asked for an opinion, I did not receive much encouragement as to how I was perceiving and presenting my images on paper. I have vivid memories of sitting in the feeding table which had a washable surface using crayons and paper. These events occurred before I went to kindergarten. I even tried drawing simple things. One day I remember drawing things that were yellow like a stick of butter, a house shape (our house was yellow at the time), and a knife, fork, and spoon. If I had listened only to the feedback I was getting I would have closed the door on drawing forever. But the next books I received kept me engaged and still determined to keep trying. At the age of four I received my first book of nursery rhymes and a set of cards with different kinds of buttons and cloth textures. These items and my kindergarten workbook were made by a friend of the family named Mrs. House. Later in cooperation with someone who knew Braille she illustrated "`Twas the Night Before Christmas." These handmade books were very special to me. The kindergarten book was all pictures, and some of them were quite complex. She did not have any of the tracing wheels of today. Instead, she used whatever materials she could find that would best represent the two-dimensional line drawings. My kindergarten teacher was amazing. Many of her plans were intentional, but some things she did spontaneously were quite clever. My nursery school and kindergarten classes were held in a two-room schoolhouse. We sat at group tables. There were square, round, and rectangular tables. Each table had an animal planter in the middle. I remember a bird, a donkey, a monkey, a giraffe, and a dog. She changed the tables and planters around during the year so we could sit in different places which offered a unique opportunity to learn about the internal environment and its relation to the external environment. In addition to the crayons and clay, finger-paints and a whole new collection of objects were added to my world. Mowers, plants, and animals also delighted me, and I was given many opportunities to enjoy nature. Although public school had its challenges, I would not have missed it for anything. I know there are many who do not feel this way, but I thrived on the interaction with others who could see the world around them. That led to some pretty frustrating attempts to do what the others did, but there were also times of great pleasure in sharing what we were learning. The first grade-school texts I had were reading and math workbooks and these workbooks contained some line drawings. I particularly remember drawings of clocks in the math workbooks. Exposure to drawings during the rest of my elementary school years was fairly limited since I usually had very few of my textbooks in Braille. My attempts to draw or paint were limited to the required art class which provided little glimpses of possibility but no real outlets for creativity. In junior high and high school many of my books were on tape. I studied earth science in eighth grade without a Braille text or tapes. My mother read the textbook as we went along in class. By that time I had developed my ability to visualize, and when I had to rely on someone else's description of weather patterns and rock layers it was quite a challenge to create them internally so that I could participate in class and pass the exams. I was fortunate that the person giving the exams was gifted at describing diagrams in such a way that I could assemble them internally and then work out the answer to the question. During that time I acquired a compass, a protractor, tracing wheels, a raised line drawing kit, a dot inverter, and a rubber mat. At long last, I could bisect lines and angles, draw shapes accurately (including circles), and create graphs with the best of them. My math teacher helped me by making a tracing wheel with some of the points taken out so I could make dashed lines. I will never forget the eight-page graph of P- and S-waves I made for earth science class. The pages had to be taped together and the lines had to match up. Thank goodness time was not of the essence and such projects were few and far between. My favorite subject besides language in high school was geometry. I loved to explore the relationships among shapes, lines, and points. Much of this background provided experience which allows me to read most diagrams easily. When proofreading exams I try to look at diagrams as if someone were looking at the material for the first time. I have often wondered if others understand the diagrams we include in the exams. In order to achieve clarity some details must be left out. At other times detail in the form of texture must be added in order to create a form in two dimensions that conveys three-dimensional elements. For the sighted and blind person alike, the imagination must take over where the diagram leaves off. Those who lose their sight later in life can probably relate to a line drawing without texture more easily than someone who has never seen the printed page. However, there are ways of getting around this problem. Texture greatly enhances our chances of understanding a diagram no matter whether we have had an opportunity to use our eyes or not. For me, there are drawings that go far beyond reproduction. These noteworthy tactile images slide rather unobtrusively into the category of works of art. Three-dimensional drawings and representations of layers are perhaps the most challenging for those who must render them in tactile form. When I look at a three-dimensional representation of a block sometimes it is hard to tell whether it is a rectangle or a cube. How is that block oriented in relation to the page? Once I can take that solid object into my mind, I can orient it any way I wish and forget about the diagram. When I look at a diagram of the heart on a biology exam I must make sure that the layered effect of ventricles, oracles, veins, and arteries is clear enough for the student to answer the questions. Each year the diagrams look a little different depending on who has made the original drawing and what structures are being identified by the student. There are times when a diagram is not practical to reproduce. Cartoons on history exams, for example, are described rather than drawn. Although the descriptions are excellent and the words will permit the student to answer the question, much of the humor is lost by using only words. Because we include tactile graphics in our exams, it is very important that students have access to diagrams in their textbooks throughout the school years. The greater the variety in the tactile experience the greater will be the opportunity to assimilate new presentations of tactile information. Bravo to all of you who include drawings in your transcriptions! Your work is very much needed and appreciated. TEACHING SHEELA by Tom and Sherry Bushnell Editor's Note: Tom and Sherry Bushnell are editor's of the NATional cHallenged Homeschoolers Associated Network (NATHHAN) quarterly publication, NATHHAN NEWS. A description of NATHHAN and its goals is given at the end of the article under the resource list provided by Tom and Sherry. Carefree and bright was an apt description of Sheela's face this Sunday morning in the car. The window was open and she was lifting her face and hands to "catch the wind" as it blew into her face as we drove down the road. I was struck with the difference four years had made on her little life. In my wildest dreams I had never imagined life with Sheela would be so sweet, so fun, so full of life! Sheela was born with anophthalmia and is blind. She was born in Madras, India, and she came home when she was 21 months old. She had kirwashkior (protein deficiency), autistic tendencies, and was basically unresponsive to stimuli. She had no reason to lift her head and her favorite way of sitting was close to the ground in a fetal position. She was not what we had expected. We had hoped for a sweet, charming little girl desperately wanting a mommy. Instead we got an angry little imp with feeding problems, full of hateþespecially for her new momþand seemingly void of any wish to be loved! The first two years were very difficult. She manipulated us. She pitted mom against dad. She reached out to strangers for affection and bit and scratched us. Slowly, through consistent love and discipline Sheela found security and a family who would always love her, no matter how unlovely she behaved. We are not saying Sheela is now perfect, but she is very normal! When Sheela was three-and-a-half, we looked for services through the public school system. We had an initial interview with the teachers, therapists, and other professionals. They felt they could offer Sheela a great program. But it was not what I had imagined for her. We had worked hard to help Sheela be a normal little girl. They did not understand. What we felt Sheela was capable of, and what they were prepared to give her, were very far apart. We wanted to start pre-Braille immediately; they didn't start this until age eight. We wanted cane travel immediately; they wouldn't start till age ten. And we wanted a regular preschool environment. We treat Sheela like a normal little girl (who happens to be blind), and we expect everyone else to do this too! We decided to homeschool Sheela after talking with other parents who were home-educating their special needs children. Sheela is now five-and-a-half years old. To give you an idea of how home schooling is going for us, here is a glimpse into our family journal. SEPTEMBER, 1993: Sheela and I made bread this morning. I tried hard to understand her excited chattering. What I got was "Mommy, make bread from flowers from the garbage!" "What?!" As we worked together I finally pieced together what she was saying. Flowers was flour that we keep in a large plastic bin, similar in size and shape to the garbage can! I was so excited to be able to communicate with her, to finally reason and question her. Understanding each other's thoughts is such a thrill! Sheela made her little loaf and placed it next to mine. She was covered head to toe with flowers and had a big smile on her face. OCTOBER, 1993: After a brisk jump on the trampoline, Sheela came in to play the piano. The rain had chased her inside, and she was grumpy. She pounded out a few tunes, none of which I recognized. "Play something nice on the piano, Sheela," I called from the office. She got down from the piano instead. She sat in the window seat, face pressed to the cool glass listening to the rain come down. "Sheela has to go potty," I heard her say. "Well get down and go!" I urged her. She remained seated. "Go potty, Sheela!" (This time it's a command.) She ambled toward the bathroom, trailing the counter and headed toward the toilet. We had been working on potty training for two years. She was doing great, with occasional lapses and still in diapers at night. It irritated me that she would resist her urge and take the chance that she would have an accident. I think her moodiness may have to do with her new sister's arrival. Sherlynn came home from Pune, India, and suddenly Sheela was dethroned. Now she is just one of the girls instead of the princess, loved and admired by her doting brothers. NOVEMBER, 1993: We started the Readiness to Read Program. Our first step has been symbol recognition, which she seems to learn readily. Circles, squares, and triangles made of cardboard are easy for her to sort and stack. Tracking and using push pins in her corkboard seem to be a little harder. Her finger strength is weak. To help overcome that, I am giving her peanuts in the shell to open and eat. She likes that! We are working on pouring beans. I use a cookie sheet and some of the bowls and measuring scoops she uses in the kitchen. We advanced from dried beans to popcorn then to rice. Now she is pouring water with little spilling! DECEMBER, 1993: This is the month of wonderful smells. I was inspired one afternoon to see just how many smells Sheela really knew by heart. I was amazed. We spent the rest of the afternoon till dinner opening spice jars and talking about sweet, spicy, pungent, and yummy scents. She now knows all of the cooking spices by heart. Later that week we moved on to cleaners, soaps, and other food items. Closing our eyes and sniffing the air we can all identify smells we probably would never have noticed if Sheela hadn't come into our world. JANUARY, 1994: Sheela's not fond of snow. She thought it sounded so fun. All the other children were wildly excited today as we watched the huge flakes drift down. Sheela came in from outside with tears in her eyes. "Sheela likes the snows," she sobbed, "but it's too cold!" I felt for her in her disappointment. I guess most of snow's excitement is visual. No sound appeal, no fun texture, just cold. Her mittened hand was curled around her cane, frozen with the wet snow in globs. Cane travel in snow isn't easy. The cane keeps getting stuck in the drifts. It makes a funny "smuntch" sound when it hits the covered ground, and it gets in the way when snow men are being built. FEBRUARY, 1994: Sheela's finger strength is visibly better. She can find the beginning of the line, push a pin in, track to the end and place another pin. This is progress. She can sing the ABC's with relish and spell words, but I'm afraid she is just copying the older boys. Some day soon she'll understand. Her personal pronouns are still mixed up. She refers to herself as "Sheela" and doesn't use I or me unless prompted to. This is difficult to explain to her. It even sounds confusing when I try to tell her the right way to say things. When shopping we are insisting Sheela use her cane and follow us. No more hanging onto the cart. She was hesitant at first, but with all the ruckus we make as a family going down the aisle, she can't help finding us. Her trouble starts when something interests her and she gets sidetrackedþthose oranges sure smell good; mmmmþthe self-serve coffee bean section. I'll have to admit, the smell of fresh-ground coffee beans is delicious. MARCH, 1994: After much astonishment, I came to the realization that Sheela is capable of doing the dishes and putting away her clothes. Josh, her older brother, was employing her services one evening as he had dish duty. She rinsed the dishes for him, only putting a few of the dishes right-side-up full of water. After a little more one-on-one she had the hang of it. She likes to wear my rubber gloves because there are "ickies" in the wash water. I can sympathize! Learning to put her clothes away was a little more complicated. Daddy finally found a system. We put her clothes on the bottom stair and she sorts and puts them away in the right drawer. At first she stuffed the clothes all in one drawer. It took three weeks of coaching before it finally dawned on her that each thing had a special place in the dresser. The socks, shoes, and tights in the top drawer; pants, shirts, and sweaters in another; and pajamas in the last. Now she does it right every time. She is now potty-trained day and night! JUNE, 1994: Our home school vacation/extended field-trip to the ocean was a blast. The weather was cool and misty. We played in the sand with toys and listened to the waves roar. What I think Sheela liked best was the fact that she could run and run without bumping into anything. She would start at a slow tentative jog then speed up. With a giant grin on her face she would run into the salty spray, twirl in circles, laugh, and finally land in an out-of-breath heap at our feet. "Sheela's running, Mom!" It was so important to her. I had no idea she even wanted to. JULY, 1994: Sheela's used Perkins Brailler arrived. She spent several days making different combinations of bumps and lines to feel. She can read A, B, and C so far. At last I really think it is dawning on her that the song ABCD is more that just a funny rhyme. Sheela's social skills are improving. She can now answer questions such as "How old are you?," "What is your name?," and "What did you have for dinner?" No longer does she jump up in strangers' laps and be too familiar. She has acquired a sense of self-worth and love for her family. These are some resources that we are using for teaching Sheela at home: 1. Are You Blind?, by Lili Nielsen. Blind Children's Fund, Sherry Raynor, 2875 Northwind Drive, Suite 211, East Lansing, Michigan 48823. (517) 333-1725. 2. Handbook for Itinerant and Resource Teachers of Blind and Visually Impaired Students, by Doris M. Willoughby and Sharon L.M. Duffy. National Federation of the Blind, Materials Center, 1800 Johnson Street, Baltimore, Maryland 21230. (410) 659-9314. (Call after 12:30 p.m.) 3. Mangold Basic Reading Readiness Program, by Sally Mangold. Exceptional Teaching Aids, 20102 Woodbine Avenue, Castro Valley, California 94546. 1 (800) 549-6999. 4. I Can Read Readiness Course. Eyes of Faith Ministries, P.O. Box 940106, Plano, Texas 75094-0106. 5. Straight Talk. A Parents' Guide to Childhood Mispronunciations, by Marisa Lapish. 5301 West Loveland Road, Madison, Ohio 44057. (216) 298-1336. 6. A multitude of household objects; a trampoline, a piano, and lots of animals. 7. NATHHAN. NATional cHallenged Homeschoolers Associated Network. A Christian, non-profit organization for families home-educating their special needs children. Among the 2,000 families in the organization there are several hundred families teaching their blind or visually impaired child at home who are eager to share resources and encouragement with others doing likewise. NATHHAN, 5383 Alpine Road S.E., Olalla, Washington 98359. (206) 857-4257. I DON'T KNOW, ASK JEFF! by Tom Balek Jeff got off the bus, cane travelled down the road to the house, munched his after-school cookies, and then sat down at the computer to do his homework. He reviewed his Brailled Weekly Reader, typed the study guide questions and answers using WordPerfect, spell-checked his work for accuracy, and then came to the bonus question: "Which president of the United States was the oldest at his inauguration?" Hey, no problem. Jeff typed STW to load his CD-ROM encyclopedia. In the first search field he entered president and in the second he typed oldest. An article about Ronald Reagan appeared on the screen and the cursor located the sentence which explained that Reagan was the oldest president elected to office. Jeff turned on his printers and produced a copy of his work in Braille and another in print for his teacher. Homework done, it's time to go shoot some hoops before dinner. Even though I spend most of my working day on a computer, I am still frequently astonished at the knowledge and power at our fingertips. Jeff, my son, is a fifth grader at our local elementary school and is one of only two totally blind students in our county of 250,000. Before we installed a $159 CD-ROM drive in his speech-equipped computer, his encyclopedia was a suitcase full of audio tapes, produced in 1959, indexed by a series of Brailled books which would fill a small truck. Now, for fun, he listens to Neil Armstrong describing one "small step for man" as he walked on the moon, or with just a few keystrokes learns that Muhammad Ali was first known as Cassius Clay. He recognizes birds in our back woods by their songs which he has heard on his computer. When his class studied a section on the Revolutionary War, he recited a speech by George Washington, verbatimþhe had heard it on CD-ROM. His sister watches the first flight of the Wright brothers at Kitty Hawk and searches Time magazine articles on CD-ROM for her high school term papers. The information age is here! Rapid access to incredible amounts of information is now afford-able, fun, and relatively easy; and it holds incredible promise for blind students. I urge parents of blind children (or any children for that matter!) to have a home computer available for their student's use. A student who grows up without a firm foundation of computer skills is at an educational and vocational disadvantage. Jeff uses a speech-equipped laptop computer at school which he will carry between classes when he reaches middle school. His regular classroom teacher, who does not know Braille, frequently uses the laptop to generate notes, instructions, support material, or tests in Braille. At home, Jeff uses an IBM-compatible 386 computer with a speech card and text-to-speech software installed. Two printers, one for Braille and another for text, are connected to the computer through an A/B switch. Jeff also uses a ram-resident Braille translation program which can be turned on or off by a keystroke at any time. I occasionally scan articles of interest with an inexpensive hand scanner and the text can be printed in Braille or read on-screen. And the CD-ROM drive was a tremendous addition to Jeff's system. With prudent shopping a system like this costs less than $4,000 and can be done for much less by cutting some corners. As wonderful as they are, computers are not a replacement for Braille. Braille is the communication medium for the blind, and the computer is a tool. But what a magnificent tool it is! SCHOOL USES TECHNOLOGY TO MAINSTREAM BLIND STUDENTS Editor's Note: This is reprinted from the Summer, 1992, issue of Counterpoint, a publication of the National Association of State Directors of Special Education, NASDSE. A little technology can go a long way. At least, that's the lesson that can be drawn from the Macomb (Michigan) Intermediate School district, where a modest inventory of computers, printers, and other technologies has helped blind and visually impaired students to be mainstreamed to the regular classroom. "Our goal is to keep students as closely integrated into the regular education system as we can," says D. Ralph Pritchard, curriculum resource consultant for the Macomb district, a service agency that provides special education and support services to 21 local school systems outside Detroit. "Technology gives students a tool to use in overcoming barriers to education." The introduction of technology for student use has been modestþand selective, Pritchard says. For example, the district's three blind students have been issued with laptop-sized, electronic notetaking devices that allow them to take notes in Braille. After class, students can connect these miniature computers to a printer that will print out their notes in Braille for their own use or in regular type for use by their teachers. Teachers take advantage of three Braille work stations distributed across the school system. The work stations are equipped with computers, Braille printers, and other specialized equipment, and they are used by teachers to convert tests and lesson work sheets into Braille for blind students. Teachers also can take students' Braille-written reports or tests and translate them back into regular type. The work stations also can print out material in large print for students who are visually impaired. According to Jim Carrick, a teacher consultant for the school system, these work stations are invaluable because of the time savings they allow. New software, for example, allows computers to translate Braille to regular print and back again quickly and accurately. Technology has been especially useful in helping blind and visually impaired students participate in regular computer classes, Pritchard says. One device that helps blind students is a voicebox-and-software package that reads aloud the words displayed on a computer screen. Also useful is software that will display large print on the computer screen for visually impaired students. "With this technology, the classroom teacher can teach the class, and the blind and visually impaired students can stay up with the other students," Pritchard says. All in all, this technology, which first was introduced to the schools in 1987, has helped the school system reach its educational goal, Pritchard says. "We've got our [blind and visually impaired] students integrated into regular classrooms." SERENA'S BASEBALL CHRONICLES From the Editor: At a local parents' seminar this past year a parent made the comment that her son had a hard time making sighted friends. All the other kids wanted to do, she said, was play sports or watch sportsþespecially baseball. After a few questions it became clear that both the mother and the son assumed that, because of his blindness, he simply would not be able to enjoy most sportsþeven as a spectator. Such is not the case, and I believe this mother left the seminar with a new understanding of the capabilities of the blind. Many blind adults and children are avid sports fans and faithfully attend the games of their favorite sports team. Some blind people compete in sportsþsometimes with adaptations, sometimes withoutþothers work out at the spa or Y, swim at the local community pool, go up to the mountains to ski on the weekends, sail, canoe, or just fool around with the guys shooting hoops. The enjoyment of sports by a blind child or adult should be based on personal preference and abilitiesþnot stereotyped notions about blindness. But a blind child cannot develop a personal preference about sports if he or she has never had the opportunity to learn about them in a meaningful way. In the elementary grades the emphasis should be on learning the game, developing physical skills, understanding the value of teamwork, and having funþnot on competition. As the child gets older he or she may develop an interest in a particular sport or sports and join a competitive team either through school or through a community recreation program. Then again, he or she may decide to have nothing to do with sports, or may choose to be a spectator only. Either way, the decision must be grounded in meaningful personal experiences or it does not reflect a true choice. All of which brings us to "Serena's Baseball Chronicles." The name Serena may sound familiar if you read the article, "Making Whole Language Work," by her mother, Carol Castellano, on page 22 of this issue. Serena, it seems, has other interests besides reading and writing. Here is a note which Carol sent along with some material about, and from, Serena's Baseball Chronicles: Dear Barbara, Enclosed are some items I thought you might find interesting. Serena has become a real sports fan over the past year and a half and has had some interesting sports experiences. In the spring of her second grade year (1993), she kept a journal of different aspects of baseball, called "The Baseball Chronicles." "Adaptations for Integrating a Blind Kid into Little League" is from that journal. This past spring, Serena joined Madison Little League and had a great season on the T-ball team (see team photo). The third item is the result of a wonderful day spent with blind sports announcer Don Wardlow. The page from Baseball Weekly tells the story. Hope you can use some of this! BLIND FAN GETS ON-AIR TRAINING by Lisa Winston USA Today Baseball Weekly August 10-16, 1994 Serena Cucco, 10, of Madison, N.J., spent July 8 learning about baseball broadcasting firsthand. Blind since birth, she's a self-sufficient kidþsmart, confident, and sassy. She plays T-ball in Little League and is a sports nut, especially if it's a New York team. She and her mom, Carol Castellano, traveled to Trenton to interview players and work alongside announcer Don Wardlow, who is also blind. The players could not have been sweeter. New Britain Red Sox infielder John Malzone made a fan for life when he gave her nearly every piece of his equipment. Serena's The Baseball Chronicles is a collection of her poems and essays on the teams she followed in 1993: the Mets, Yankees, and her parents' softball team, as well as general baseball themes. Here's one poem, "Daddy's Playing Baseball:" On the bleachers we are sitting Waiting for Daddy to be batting, A hit Daddy is getting, Around the bases he is running, With my hands I am clapping, Daddy's playing baseball, Summer is beginning. [Serena's Interviews:] Patrick Lennon, DF, New Britain Red Sox: Who was your favorite team growing up? "I really didn't have a favorite team, but my father was a big Yankees fan so I had to watch them all the time." What did you do for fun growing up? "For fun (in Wytheville, N.C.), I drove tractors. I had the best of both worldsþmy mom lived in town where I could play baseball and stickball, and my dad was on the farm where I could play with the animals." What's the least fun part of baseball? "The road trips in the minor leagues, riding on the buses for eight or nine hours at a time. When you get older, it cramps your back and legs a little." Tony Clark, 1B, Trenton Thunder What age were you when you wanted to be a pro baseball player? "Well, actually, I was kind of hard-headed, and I couldn't decide what I wanted to do because I played basketball and baseball. So I didn't make up my mind until last year." What is fun about baseball? "That we can actually come out here every day and make a living playing. You can't beat it." Is there anything that isn't fun about baseball? "When you come out and you're feeling sore and things aren't going well, and you've gotta come out here and play anyway. You can't call in sick." Players Hand Over Their Observations and Their Gloves by Serena Cucco Can you imagine going into the actual dugout, sitting on the bench, and talking to real professional baseball players? It all began when our sportswriter friend, Lisa Winston, found out I wanted to be a radio sportscaster when I grew up. Lisa contacted sports announcer Don Wardlow of the New Britain Red Sox and arranged for me to follow Don around to see how a color commentator prepares for a game. It just happens that Don Wardlow is blind, and so am I! On July 8, we went to the team hotel (in Trenton, N.J.) to meet Don, his partner Jim Lucas, and Gizmo, the Wonder Dog, who is Don's guide dog. Jim recorded the stats on tape, and then Don listened to the tape and Brailled the stats he wanted on his Braille writer. Don let me listen to the tape along with him through earphones. We felt pleased that we could both read Braille. Soon it was time to go to the ballpark. Jim and Don packed all their things in what they called "the world's heaviest bag." When we arrived at Mercer County Waterfront Park, we went to the press booth. Don figured out the batting averages with his talking calculator and wrote them on his Braille writer. I thought of the questions I would ask the players I was going to interview, and Don Brailled them out for me. When we arrived in the Red Sox dugout, I talked to John Malzone, a player who had just gone on the DL. John put his own hat right on my head, tossed his batting gloves into my lap, and showed me his batting helmet, fielding glove, and bat. It was exciting! Then I interviewed Patrick Lennon, the center fielder for the Red Sox, and Tony Clark, the Thunder's first baseman. Don and Jim played the interviews on the pregame show. I listened to the whole game on giant earphones so I could hear them announcing. During the game, Patrick Lennon hit a home run! The final score was 6-1, Trenton. (This is what was published in the USA Today Baseball Weekly. The following item is from Serena's Baseball Chronicles.) ADAPTATIONS FOR INTEGRATING ABLIND KID INTO LITTLE LEAGUE by Serena Cucco 1. Use a tee. You have to use a tee for a blind kid cause a blind kid can't see a pitched ball coming. 2. Taking the field with a helper. The coach can stand behind the blind kid and position him or her to make the catch. 3. Run the bases with a coach. You have to run with a coach because in a real game of baseball, the first baseman is trying to catch the ball and tag the batter out, and the blind kid can't see the ball or the person coming. 4. You have to have a flexible coach who is willing to make these adaptations. DOES YOUR HORSE HAVE A BROKEN LEG? by Allan D. Nichols Does your horse have a broken leg? Should you shoot it and put the poor thing out of its misery? Not necessarily, if you happen to have a one-legged horse like mine. When I was about three years old, I used to have a wooden stick horse painted in bright colors with a soft vinyl head. My friends and I used to play cowboys and indians with our stick horses. Using our imaginations, we soon turned those stick horses into imaginary charging palominos or fast pinto ponies. Those innocent days are long gone, but the memories still live on. Fifteen years ago I lost my eyesight from a long-term diabetic condition. Back in those days, I think there were many blind people who were embarrassed to use a cane. My first experience with a cane was when I received one at the Alan H. Stuart Camp for the Blind and Visually Handicapped on Casper Mountain, Wyoming. A cane hardly seemed like a tool of independence then. Some of us there even pretended that they were an adult counterpart to the old stick horses that we used to play with as kids. Later, when I learned the true value of the long white cane, I still liked to think of it as being a sort of horse. As a child I would watch, on television and in the movies, the Lone Ranger riding off into the distance on his dazzling white horse, Silver. Therefore, I named my long white cane, Silver. To be sure, I began to trust my one-legged horse almost as much as the Lone Ranger trusted Silver. My cane enabled me to go many places where I could not have gone otherwise. Learning how to use Silver gave me a lot of independence and confidence, especially after I learned how to use him properly while taking training at the Colorado Center for the Blind in Denver. Silver became my indispensable partner as I traveled all over the streets around the Center, on Denver's RTD buses, in the busy downtown intersections, and even out in the country. I took him rock climbing (though I left him tied at the base of the slope before I began my ascent). Old Silver was smart. He told me a lot of things that I needed to know, such as if there was a drop-off ahead, or maybe a pole or tree in my path, ready to jump out and bite me in the leg. Silver could even detect subtle changes in pavement, and whether there were puddles of mud or water directly ahead. He never whinnied, yet he always passed the right information to me through his light, sensitive fiberglass leg. Once in a while I would have to re-shoe him when his metal tip wore out. However, like some poor unfortunate horses, Silver eventually broke his leg. One day, I was walking next to another student at the Center when she accidentaly stepped on good old Silver. Stoically, he did not cry out in pain, though I distinctly heard him crack and felt a sickening shudder. His leg was broken about a foot from the tip, making him nearly useless. I felt heartbroken, but more than that, I really needed him then. I had been crossing a busy intersection when the break occurred. I did the only sensible thing I could do. I grabbed the two pieces of his broken leg and limped his handled portion back to the Center. Fortunately, we were only about three-quarters of a block away. Then, I put Silver out of his misery. I pulled off his partially used tip and promptly buried the rest of him in the dumpster. Then, I pulled a brand new horse from the rack, a horse I promptly dubbed Silver the Second. Then, without a word, we both were off. It was easy. Silver the Second was just as smart as my original horse. He was smooth, shiny, and newþthough a bit taller than my original horse. Old Silver stood 57 inches high, while Silver the Second stood at a lofty 61 inches. The extra length gave me just a bit more warning about any potential hazards that I might encounter. I took to my new horse like a duck to water. Silver the Second took me to the same places that Old Silver and I used to go, and even some new ones. We both attended the National Federation of the Blind Convention held in Denver, Colorado, back in 1989. Silver the Second would lie quietly beneath or just in front of my chair, while I listened to the speeches and other presentations at the Radisson Hotel complex. My horse and I went all over the place. It was so crowded that I sometimes found him bumping into other white horses. Even so, we never had any accidents like the earlier one, which had done in Old Silver. Then one night it happened. About four or five days after the convention had begun, Silver the Second and I were traveling down the Sixteenth Street Mall. Beside me were a couple of my friends walking with their own one-legged horses. Silver the Second wasn't paying much attention (nor was I) when we both got a real jolt. I extended him out into the street a bit too far and Silver got stepped on by a real horse. It was one of those four-legged horses that pulled a carriage up and down the mall during the evening. It traveled between the mall's several hotels and eating establishments. The carriage horse didn't stop or even care about his suffering one-legged cousin. Silver the Second had a cracked leg, though it was not broken clear through. Even so, he would have to be put out to pasture or shot, I wasn't exactly sure. The next day, I limped Silver the Second around so he wouldn't break his leg any further. Finally, however, I had to purchase Silver the Third. Again, my new horse responded as brilliantly as the other two. I was delighted at his performance as he took over for his fallen predecessors. Over the next four years following my graduation from the Colorado Center for the Blind, I have had several more Silvers. (I think that I am up to about seven or eight by now.) Each, in his own turn, has had his leg broken. However, on about number five or six, I got an idea about how to mend a broken down one-legged horse. One day, after I slammed my cane in the car door, I got an idea. Putting the two broken parts of the cane on my shop bench, I considered how I might do a reasonable repair job. Here's what I discovered that works the best for me. First, I located a two-inch-long finishing nail and a roll of duct tape. Then, I wrapped the tape around the nail until it was slightly smaller in diameter than the outside of the cane. I then twisted the tape-covered nail into the hollow end of one piece. Next, I forced the remaining taped nail into the remaining piece. During this process I had to take bits of tape off the nail, or put just a little bit more on. I tried to make this inside shim fit as tightly as possible, so that the two pieces would not slip apart easily. Then, I wrapped the outside seam with a couple more layers of tape to secure the mend. My horse's broken leg was fixed, at least until I could manage to purchase a new one. (Obtaining a new one over the phone takes me about a week, if I buy it from the NFB Center in Baltimore.) Using a horse with a mended leg isn't quite as easy as one that is new. When I swing my mended cane its weight is slightly greater than it was before. Nevertheless, I have a usable horse until the new one arrives. I even keep one of my old mended horses around in case another of my new ones suddenly has to be "put to sleep." If I'm not around home where I can easily get to a nail and a roll of duct tape, I can make myself an emergency repair kit ahead of time. This simple kit may be carried in a pocket or purse. To make one, simply get yourself a finishing nail and wrap it with enough tape to make it as thick as your cane. If a break does occur, you simply pull out your trusty repair kit and go to work. With the cane in two pieces, begin by removing about two inches of the tape from the nail. Remove as much as will be necessary to force the remainder into the hollow portion of your cane. Then, you simply take the remaining two inches of duct tape and wrap it around the broken seam. You may not have a beautiful-looking horse any longer, but it will get the job done. Most importantly, you won't be stranded out in the middle of nowhere with a dead horse. WHO'S A LUCKY DOG? by Mark Noble Editor's Note: Mark Noble gave the following presentation to a parents' seminar sponsored by the National Federation of the Blind of Washington and the Parents of Blind Children Division of the NFB of Washington this past spring. Mark is an attorney and a long-time member and leader in the National Federation of the Blind. One of the most oft-used expressions when I was a kid was to call someone a lucky dog. To be accorded the title lucky dog meant that something neat had happened to youþlike being assigned a favorite homeroom teacher, or winning a bet, or getting picked to be on the best sports team. I was called a lucky dog when I was the first person in my school to get Super Skates. How is a l960's clich germane to us here this morning? Or, in other words, are the people on this panel lucky dogs? Am I a lucky dog? Using Las Vegas standards, we are. The odds against a blind person's being competitively employed are approximately twenty-five to one. Yet, here we are defying the odds. Is it good luck or good parenting that spawned our success? Certainly luck is partly responsible. One can reasonably argue that it was good fortune, or a good God, or destiny that linked us with the parents we have. If the odds were twenty-five to one for everyone, bookies would have had a field day with me! We were what sociologists now euphemistically refer to as "the working poor." My parents had extremely low-paying jobs and five children to care for. My older brother, Jim, had polio and was in speech therapy for several years. (By the way, he became a track star in high school and still runs nine miles a day.) We had medical bills that would make l990's parents sick with worry. Meat was a Sabbath day luxury. We always had a back yard garden. It is amazing what one can do with potatoes, beans, and rice. Welfare was never considered. My mom, because of the depression, never finished high school. The G.E.D. was the route my dad took. We overcame the odds because of my parents' faith in God, in me, and in our family's love. My parents were, by necessity, creative problem-solvers. As the fifties turned into the sixties, things improved some; but the hard-won lessons of tough times took. Because my mom didn't feel comfortable reading aloud, my four brothers and sisters (all older) could avoid certain chores if they were reading to me. Consequently, by the time I was in the eighth grade I had read A Tale Of Two Cities, One Flew Over The Cuckoo's Nest, the Autobiography Of Malcolm X, and so forthþall books I later read in college. As my parents saw it, the choice was clear: either I would be educated or I would disgrace the family by begging in the streets. My dad, a man of few words, was mechanically inclined. He taught me to tell time by taking the cover off an old clock he had found and placing pegs to show the differing time configurations. It seemed like whenever it was the most inconvenient, he would interrupt my activity, order me to go look and see what time it was, and tell him when it was time for the baseball game to be on. He would plan vacations so that he could stop places where he could teach me things. On our way through the Midwest we stopped in Kansas so I could understand how wheat grew. On our way to Tennessee we stopped in Arkansas so I could feel what cotton was like before it had been picked. I mentioned chores earlier. Don't think for one minute that my blindness precluded me from doing my share of the chores. Although, like any kid, I probably tried to use itþor anything elseþto escape my responsibilities. My job was washing, draining, drying, and putting away the dishes. I'm surprised I still don't have dishpan hands. As older siblings moved out, I was also compelled to scrub the bathroom floor, the bathroom sink, the tub, and of course the toilet. When the younger of my two sisters moved out I inherited mopping and scrubbing the floors. You can bet I had more than one reason to cry at her wedding. Like most kids, I played hard, ran, fought, climbed trees, got into trouble, exchanged grief with my sisters, and lived. When I was six years old, my parents sent me to the Texas School for the Blind. I remember that day better than yesterday. I couldn't understand why my mother cried so easily during that weekend before we left on what was, for me, an exciting trip that my dad had told me I would love. It is surprising that I wasn't suspicious when my older brothers insisted I go and have ice cream with them. That Sunday, we all piled in the car and left for Austin. Many years later, my mom told me that everyone cried the whole way home. It was not until that night that I realized that I would have to stay here and not go back home with my family. The school insisted that my parents stay away for at least one weekend. I will never forget the Friday my dad appeared, as if by magic, with one of his comedy bits. I had thought I would never see him again. I jumped up, and he tossed me in the air as always. As a teen, I wanted so badly to be just one of the guys. Being cool surpassed everything in importance. It was only by luck and intervention of some good adults that I was not sent to "juvi." I went to public school my junior year. Our family in no way resembled the Waltons. Like all real families, we were far from perfect. Like all parents, mine made mistakes. Like all families, we inevitably hurt each other sometimes. It is hard for me, even at thirty-nine, to dispassionately tell you about my childhood. When I was nineteen my mom was killed in a car crash. She never got to see me graduate and get my master's degree. Cancer took my dad not long after that. There is not a day that goes by that I don't ache to see them again. Nor is there a day that I don't thank God for the love and ego strength they willed to me. Upon reflection, I am a lucky dog, and I join with my colleagues to share with you the good fortune that springs from parents who believe in us. Like all of us in the National Federation of the Blind, I stand ready to help youþthe parents of today's generation of blind childrenþin whatever way I can. YOUR ID, PLEASE by Judy Sanders From the Editor: Although blindness itself is not a barrier to full and equal participation in our society, it does imposeþas will any physical characteristicþa few limitations. Perhaps the most notable limitationþas any blind teen-ager about to turn sixteen will tell youþis the inability to safely drive a car. However, the motivated blind traveler quickly discovers that there are many alternative methods for getting from point A to point B. Public transportation, taxis, limo service, trains, planes, buses, and paid or volunteer drivers allow blind persons to travel as widely and as extensively as their sighted peers. By and large the inability to drive becomes no more than an inconvenience. Sometimes the greater nuisance is not the inability to drive, but the lack of a driver's license to use as identification. And sometimes this cross-es the boundary of nuisance and becomes an issue of discrimination and access. Here is an account from the April-June, 1993, issue of the Minnesota Bulletin, a publication of the National Federation of the Blind of Minnesota, of just such a situation and what one woman and the NFB of Minnesota did about it. She came from Wisconsin for some Minnesota hospitality. She found the atmosphere unwelcome to a young, blind customer from out of state. Janell was a student at the University of Wisconsin, Stout. She and her friends decided to experience the joys of the nightlife at the Mall of America. Their youthful appearance required that they show identification. All ID's were accepted, except Janell's. She offered her non-driver identification issued by the state of Wisconsin and was told it was an unacceptable form of ID in Minnesota. She was angry and embarrassed to discover that her friends would either have to leave her outside or forego an evening's entertainment with her. Most of the entertainment establishments at the Mall of America are managed by one company. Janell and her friends quickly discovered that most of the entertainment establishments would not recognize her non-driver's identification. Her friends stuck with her, and they finally found one establishment that would accept her ID. Janell is not a blind person who takes such matters lightly. She began doing her own checking and found out that, according to the manager of one of the lounges, there is a law in Minnesota which prohibits bartenders from accepting non-driver identifications from other states to validate age. Janell could not tackle this problem alone so she called the National Federation of the Blind. We had never run up against a situation quite like this one. Our first reaction was to blame the bar management for being ignorant. However, further research showed that Minnesota did indeed have a law that designates acceptable forms of identification. Acceptable forms of identification include: drivers' licenses from any state, passports, and non-driver ID's issued by the Minnesota Department of Motor Vehicles. Therefore, the one establishment that did allow Janell to enter was technically in violation of the law. The only solution to this problem seemed to be with the Minnesota legislature. We found two willing authors in Representative Joel Jacobs and Senator Jane Krentz. They agreed to introduce a bill which would add non-driver ID's from other states to the list of recognized means for age verification for purposes of buying liquor. Eventually, our bill was added to a larger bill that set forth regulations for the liquor industry. Amazingly, our amendment became controversial when a lobbyist for the liquor industry expressed opposition to the idea, claiming that non-driver identifications were too easily falsified. He told Senator Sam Solon, chairman of the committee hearing the bill, that the Minnesota Department of Public Safety was opposed to the idea. Senator Solon responded that anyone who expressed opposition would have to do so for themselves. That ended the controversy. The bill then passed without difficulty. Thanks to the efforts of the National Federation of the Blind of Minnesota, young blind people from other states can now use their valid non-driver identification cards to verify their age. It is a small victory to be sure but one of the growing number of reasons why it is a good thing to have the National Federation of the Blind in your corner. ACCEPTING HELP: HOW TO BREAK THE CYCLE by Joyce Scanlan Editor's Note: The following article is reprinted from the April-June, 1993, issue of the Minnesota Bulletin, the newsletter of the National Federation of the Blind of Minnesota. As members of the National Federation of the Blind we frequently find ourselves engaged in serious discussions of pertinent blindness-related issues. We compare notes on the most humorous stories, the absolutely unbelievable attitude demonstrated by someone, how to handle difficult family situations, blindness and relationships with significant others, what blindness really means, what constitutes independence and competence for a blind person, how blind people can achieve equality with the sighted and full acceptance in society, and a great number of other weighty topics. Depending upon personal experience, exposure to constructive training, and a variety of other factors, opinions on these matters cover a broad spectrum. The subject of accepting helpþwhether one should or should not, how to accept it and how to reject it, what to say or not sayþgenerates profound conversations which stir up the emotions and challenge the intellect. The question comes up numerous times for a student in an orientation program. For some students it is taken for granted that if one is blind, help is definitely needed and should be sought and accepted at all times. End of discussion. For others, if one is blind, accepting help is prohibited. Blind people must be independent, and accepting help creates a negative public image. End of discussion. For most people the answer lies somewhere between the two extremes. For most of us attitudes have evolved and are still evolving through constructive training, exposure to differing views, positive experiences, and ever-rising expectations. As we work with many people with different backgrounds, we learn how many facets there are to an issue which may seem so simple. In a recent discussion with an orientation center student who has been blind since birth I found myself trying to convince the person that although he made a practice of soliciting help from sighted people, he could break the cycle and be independent. My friend brought forth all the arguments supporting his use of sighted help. "Although I may not need help, if I don't accept the offer the sighted person may not be willing to help the next blind person who may really need it." "Taking help from sighted people gives me good social contact. It's a way to meet people." "It's disrespectful to turn down an offer of help, especially from someone like a policeman." "If I turn down help the sighted person may become angry and yell at me." "I may think I can do it, but if I make a mistake the sighted person will see that and I'll be embarrassed and be forced into letting the person help me anyway." "I must accept help because I don't know how to refuse it." I pointed out that if one were to be perfectly honest about it, the underlying belief probably was this: I really do need help. As a blind person I am expected to take assistance; that's what I'm used to, and I can't change it. The extreme position of always using assistance is just as harmful as never taking help from others. Because my friend had habitually used sighted assistance whenever traveling about, he had developed numerous techniques to garner help whenever he felt the need, in his home or out on the street. He could cajole, play on guilt, manipulate, be direct or subtleþwhatever a situation might call for. For a blind person on the public streets, attracting help is not at all difficult. If one merely stops for just a second Mr. Public is sure to approach and ask, "May I help you?" or "Do you need help?" My friend had perfected some techniques which invariably drew attention to himself. These behaviors had become so natural to him that he no longer recognized them or their effect. For instance, he would approach a building or an intersection and begin talking aloud. "I wonder if this is the right building" or "I hope I can make this crossing without being run over." Hearing such comments most individuals would be bound to conclude that help was not only needed but being requested. Therefore, without directly asking for help, my friend received just what he felt he needed. Yet, he could claim, and rightfully so, that he hadn't requested help. Breaking a habit so ingrained is a major challenge. But overcoming the denial and accepting full responsibility for what is going on is a first step. It's easier to make excuses by saying, "The help came to me because of Mr. Public's negative attitudes toward blindness. People always think we need help. I did nothing to invite the help I got." To make someone understand that he had actually appeared helpless, had caused alarm, and was primarily responsible for what happened forces a painful realization upon the blind person. But once that has happened, the next step is to recognize that one can also take charge of making something else happen. The question is what do you want to happen? Do you want to be helped in a different way, or do you not want to be helped at all? As our discussion proceeded my friend slowly but surely admitted that he sought and accepted any help he could get because he firmly believed he could not function competently without it. That brings us to the question of how to have opportunity for successful experiences which will overcome such a negative belief. "How can I seize upon the chance to prove to myself that I can accomplish a task without help when all these people descend upon me?" Well, you can. And the best time to do that is when you are in a training program. There you are in a structured environment where you will have as many successful experiences as possible so that you will overcome fears and doubts which have ruled your past. Remember that others are around; they may be watching you and certainly can hear what you say. Don't talk out loud. Think anything you want but to yourself only. If some over-zealous person approaches you to help, say (and you must practice saying this to yourself ahead of time over and over again so that you can speak spontaneously), "Thank you, but I am in a training program and must work this out independently." You might also add "My instructor is nearby watching to see me work this out by myself." Most people will not pursue the matter. When you have done this a few times your successes will build upon each other and you will find yourself believing that you definitely can be independent and do not need to accept help whenever it is offered to you. At this point, once you are convinced that you absolutely can locate an address, cross a street, or resolve any number of travel problems independently, you are in a wonderful position of having options. You are the decision-maker. You can accept help some of the time, or you can turn it down. The choice is yours. As long as you know you can accomplish whatever it is you want to do by yourself, you are in good shape. The pressure of worrying about whether or not someone else offers help to you is off. Your energies can be focused on other, more interesting matters. Because of the National Federation of the Blind more and more people are breaking the stereotype of the helpless, pitiful blind person. We give ongoing encouragement and support to each other in our struggles to break the cycle of behavior that labels us and forces us into accepting less of ourselves than our full capabilities. Many of us are still in the process of convincing ourselves that we are fully capable of independence and first-class citizenship. Once we have gained full belief in ourselves, we will be in a better position to go out and convince the world. FITTING IN SOCIALLY by Doris M. Willoughby Editor's Note: The following article is a reprint of most of chapter 42 from the Handbook for Itinerant and Resource Teachers of Blind and Visually Impaired Students, by Doris M. Willoughby and Sharon L. M. Duffy. The Handbook is possibly the single most valuable book a parent of a blind child could ever read. As the article below demonstrates, the book is full of practical suggestions and is very readableþno esoteric, confusing professional jargon. All 533 pages, 54 chapters, and 7 appendices are packed with valuable information about every aspect of educating blind children from kindergarten through high school. The book is available in print, cassette tape, and Braille. For your convenience an order form has been included at the end of this article. Ann is painfully shy. She has hardly any friends, and has never been asked for a date. Louise has many friends, and is always elected as a class officer. However, she looks down on everyone who is not "popular." Gradually, even her friends are beginning to feel that Louise is aloof and bossy. Tom has a pleasing personality and tries hard to make friends. Most of his classmates, however, are repelled by his dirty clothes and unpleasant odor. All three of these teen-agers are sighted. None has any disability, visual or otherwise. These instances show that all youngsters have problems, sometimes serious ones. Had these teen-agers been blind, many people would have assumed their social problems were due to blindness: "Poor Annþit must be very frightening not to be able to see." "Louise can't see how people frown when she acts bossy." "It must be hard to keep clean if you are blind." Development of social skills is the same for the blind as for the sighted. The blind person will use different methods on occasion, such as making more use of the sense of touch in applying makeup; but the young blind person needs to learn the same things as the young sighted person. ATTITUDES ARE THE KEY It is unfortunately true, however, that the blind person is sometimes behind in social skillsþdue not to inability to learn, but due to the belief that he/she cannot learn, or to mistaken sheltering from social experience. Individual help should be provided if a specific technique is lacking; in general the blind youngster who is behind in social skills will be helped by the same general approach as any other youngster with such a problem. One young woman said, "When I was in high school I never mentioned my blindness. My friends never mentioned it either. When I joined the NFB, I learned to be frank and positive about blindness. Several of my friends said to me later, `You know, in high school we were always afraid we would offend you by saying something about your vision. We were always nervous about it. We feel so much more comfortable now that you are comfortable.'" THE PRESCHOOL CHILD The social development of a preschool child is a part of his general development and maturity level. Learning to talk, feed oneself, and use the toilet are skills that come with physical maturation and proper guidance. The chapters on "Early Childhood" and "Home Economics and Daily Living Skills" include practical suggestions for this age group. It is vital that (a) blind children are not deprived of regular guidance, and (b) when the blind child really does need some different or additional help, he gets it. All children need to be taught how to play, but with sighted children this often occurs without much thought. While encouraging children to think up ways to use play equipment, we also should demonstrate the standard use. For example, a child may enjoy pushing an empty tricycle, but he should also be taught how to get on and ride it. When a child plays with other children, he learns many things besides the obvious matter of sharing toys. He learns to enjoy other children's company, and how to participate in structured games and unstructured play. He learns how to react when another child annoys him, and what to expect if he does the annoying. He even learns how other children talkþsome blind youngsters sound quite stilted in their speech because they have talked mostly with adults. Very young children usually need little guidance in accepting a blind playmate. They quickly learn to take his hand to show him a toy, for example. The preschool teachers may, however, need considerable support. Also, parents often find that playmates never seem to be available in the neighborhood. Suggest to parents that they specifically invite other children over to play, perhaps sharing some especially interesting toys, and perhaps inviting the mother over as well. This usually results in return invitations to play elsewhere. Avoid the extremes of pushing too hard, on the one hand, and passively letting the blind child be left out, on the other hand. PREVENTING UNDESIRABLE HABITS Teaching standard play is a vital part of minimizing mannerisms. The child who has a suitable construction set (one which will stay together when he examines the construction by touch), and is taught how to use it, is unlikely to simply tap the pieces on the floor. Watch for overly repetitive or stereotyped motions, even when the motion would be acceptable or desirable in moderation. If a child spends great amounts of time on a rocking horse, climbing up and down the same jungle gym, etc., insist that he vary his activity. Remind parents that it is especially important to provide something to do if the child must sit still for a long time; examples include playing with a toy while waiting for the doctor, and reading or conversing in the car or bus. Some blind children tend to poke or press the eyesþa very undesirable habit. As with other habits, physically move the child into better positions with something else for the hands to do. Nip this habit early before it becomes ingrained. A few children develop a very unfortunate way of showing excitement: they clasp their hands together, tense all their muscles, tremble, and make squeaking noises. One father said, "Son, when you feel excited, show it! Put your arms up over your head and jump up and down! Yell `Yea' or `Wahoo!'" He was helping his son to substitute a more socially acceptable way of expressing emotion. He was also encouraging more physical movement. Increased physical activity makes this kind of mannerism less likely. When this boy complained that he could not jump up and shout in school, his father said, "Well, at school you might just raise your arms a little bit and whisper `Yea! Wahoo!'" PERSISTENT MANNERISMS However, as with sighted children, undesirable habits sometimes persist in spite of our best efforts. Gentle reminders are usually more effective than scolding, since the latter tend to make the child still more tense and prone to mannerisms. Vary verbal reminders with physical onesþas, simply move the child's hand out of his mouth and onto a toy. Another idea is to replace an objectionable habit with a more socially acceptable one. A child who continually twists her hair might carry a plush toy and stroke that instead. One three-year-old always picked up toy cars and dangled them by the wheels, jiggling them instead of really playing. His parents phased out this habit by saying, "You may twiddle only the little wooden cement mixer. All other cars and trucks must be played with in the regular way or not at all." Then they gradually reduced the time he was permitted to have the cement mixer. Blind children (even those with useful sight) often do not realize exactly what others are doing. They hear adults say, "Quit scratching your head!" and "Quit fiddling with your shoe!" and so on, and may not realize that these positions are inappropriate only in excess. The child may think he or she is expected to keep the hands rigidly in place on top of the desk, never moving or stretching at all; but to attempt this causes great strain. Recently I asked a girl to show me ten different positions in which it would be OK to place her hands for a short while. I had to help her after the third one. "I'm teaching her to fidget in class," I said jokingly as I told the classroom teacher about my efforts to help the child relax normally and keep her fingers out of her eye. Later I sat beside this child in class for a few minutes, and quietly described how other children stretched slightly, jiggled their feet, placed their hands on their knees, etc. As another idea, eyeglasses (with plain glass if no correction is possibleþeven if the youngster is totally blind) may serve as a physical reminder to prevent eye-poking. Keeping the child busy and happy, with plenty of appropriate physical activity, is the best way to prevent and counteract mannerisms. An older child may respond well to rewards for avoiding the habit. If the habit is well-established, start by working on it only part of the time. Avoid making the child extremely nervous by expecting perfect control immediately. All youngsters chafe at repeated verbal reminders. Older youngsters, in addition, often are very sensitive about personal corrections in front of their peers. A secret signal, therefore, is often the best approach to an undesirable habit. Talk privately and agree that, for example, the teacher will touch the youngster's shoulder if she is twisting her hair or rocking. The adult agrees not to mention this aloud, and the youngster in turn agrees to respond to the secret signal. A euphemism can work in a similar wayþinstead of "Ellen, don't rock back and forth," we can say, "Ellen, please sit up straight," and thus make a more socially-acceptable comment. A speech therapist once told me that when a child first began to use a new speech sound, it was unwise to say, "Now use your good sound all the time." The child would continually forget, feel overwhelmed, and give up. Instead, she explained, the child might first be told, "Be sure to use your good sound when you read aloud in class." Gradually more and more time spans would be included, until eventually the child was expected to remember all the time. Gina, in fourth grade, was not conquering her habit of eye-poking, despite all the conventional approaches. Indeed, it was growing worse. Suddenly remembering the speech therapist's advice, we instituted the limited-time approach. During a 30-minute reading group (a good choice because her hands were especially busy) we made it clear that Gina would remember to keep her hands away from her eyes. (A small reward was given each day, and a negative consequence was available if needed.) At other times we reminded her frequently but did not expect perfection. One month later (having had good success) a 30- minute period in the afternoon was added. Gradually (reminding ourselves not to botch things by moving too fast) we expanded the time. INFORMAL PLAY "But the others all just run around and play ball." Sometimes it seems that way. How do we integrate a blind grade-school child (especially a boy) into play groups? In the first place, let's not assume he couldn't possibly play ball. He certainly can in a supervised situation with appropriate adaptations; and his friends may be willing to include those adaptations during informal play. He can bat a ball from a tee which holds it stationary at the right height, or use a beeper ball. Batting in a kickball game can be even easier, especially if the pitcher stands close in, rolls the ball carefully, and calls out when he releases the ball. The blind player can run to a voice calling him on each base, or run with a friend. Let's not assume, either, that the blind child cannot "just run around" during very informal play. He can be flexible, take someone's arm when they are actually running, ask questions, and figure out what is being played. Sometimes it does seem, however, that informal play is the hardest to join, and it may take some time and guidance before he is able to do so. Watch the other children awhile and see what different things they actually do. Do they stop to play in a sandbox? Play catch? Jump rope? Swing? If the youngster participates in some specific informal activities at first, he can gradually come to be included in more and more. Actually, of course, other children do many other things besides "run around and play ball." Swimming, skating, and other non-team sports are popular. Playground equipment usually presents no real problems. As with preschoolers, the blind elementary student needs to know the standard uses of playground equipment and other devices. Provide table games which are suitably adapted, and be sure he knows how to play. Offer to attach Braille labels to games. Sometimes it is desirable to structure an otherwise informal situation. A buddy might accompany the blind child at recessþwith the responsibility rotated among various willing children, and perhaps only part of the time. During an indoor playtime, all children might be assigned to specific activities for the first few minutes, thus inconspicuously assuring the blind child an appropriate place. Sometimes an aide might accompany the child at play. Usually a combination approach of various types of guidance is best. Avoid the extremes of constantly hovering vs. always letting the child fend for himself. Show parents how informal play is handled at school and encourage them to give some similar guidance at home. See also the chapter on "Physical Education and Recreation." CONVENTIONAL BEHAVIOR School-aged children notice when others ignore social conventions, even if they themselves rebel at society's standards. A child who always eats with a spoon, sits in strange positions, and constantly speaks out of turn will be viewed as quite different. Since a blind child will not see a frown, and since many people will think he cannot learn social conventions, it is necessary to give specific attention to matters such as these. Take the child's hand and show her how to hold her fork. Teach her conventional posture. If she speaks out of turn, belches audibly, etc., correct her tactfully. Show her various gestures and motions such as raising her hand or waving, and be sure she understands when and how they are used. A blind kindergartner may not understand just when to raise her hand and when to take it down and that if one arm gets tired she can use the other one. Show the child where the movie screen is and see that she faces it. Talk with the student about what looks good or bad visually. Describe other people's appearance. Include descriptions of other people's errors and problems, whenever it can be done tactfully and appropriately. (Encourage parents to do this too, since they are particularly in a position where they can talk confidentially about other people's personal appearance.) Often a blind child feels that he/she is the only one who makes mistakes. Suggest to aides, parents, and others that they look for chances to mention (quietly and appropriately, of course) various things which a sighted child would notice about others' problems: "Billy dropped his pencil." "Annette has her head on her desk." "Mark is crying because he skinned his knee." With a teen-ager we might mention: "Josh forgot the answer, and looks really upset." "Two girls over there haven't ever been asked to dance and look like they're about to leave." Because blind children are often singled outþpartly to meet their special needs and partly because other people feel sorry for themþoften they are allowed to get away with unacceptable behavior at home and elsewhere. For example, a bus driver said that a blind student was rude and disruptive on his bus, but that he didn't want to discipline him as he would any other child who did the same thing. When this kind of thing occurs, the child does not learn what is acceptable. GENERAL APPEARANCE With proper guidance, blind students can achieve good grooming and normal appearance as part of their peer group. Sue, age 15, had never carried a purse. At school she kept things in her notebook or her pockets; but her teachers observed that personal items were often visible to others. A sensitive inquiry revealed that Sue did not own a purse of any kind. "What do you do at church?" asked the homeroom teacher. "Some clothes don't have pockets. Suppose you need a Kleenex?" "I borrow one from my father," replied Sue. Sue had no idea what to keep in a purse, or how to carry one. At the age of 15, she was dependent on others to manage her personal items when she had no notebook or pocket. Watch for things like this, and seek the parents' help. Another example is a girl who never wore a skirt (not even to church, where her peers often wore them) and had no idea how to put on a dress. Even if the student and her family say they have personal preferences against something such as skirts, explain that you are trying to make the normal choices available to the blind student. If a sighted girl grows up wearing jeans and then decides to include dresses in her wardrobe, she simply does so immediately. If the blind girl has never worn skirts, she may have a major hurdle to overcome in knowing how to put them on, and also how to walk and sit appropriately. Matt's schoolbooks were in an old, tattered bag which looked vaguely feminine and was often slung carelessly about his neck. "But how am I going to carry stuff?" he protested when the counselor talked with him about personal appearance. "I need one hand free for my cane!" The counselor helped Matt get a back-pack like many other boys used. He also advised, "When you're grown and working in an office, you'll want a briefcase." GUIDING ACCEPTANCE BY PEERS Classroom teachers often ask how to help sighted youngsters accept a blind classmate. It is best to speak openly about the disability (without dwelling on it unduly), and to encourage the student to do the same. The new student can introduce herself to the class in the normal manner, including other characteristics as well as blindness, and explain study methods. It is usually better not to discuss blindness with the class before the student arrives. Unless the subject comes up naturally (as when Braille materials arrive before the student does), a preparatory discussion seems to say that blindness is such a special situation as to require a great deal of preparation, and that we should avoid discussing it in front of the blind person. It is better to be open and matter-of-fact. You and the classroom teachers will, however, need to guide classmates in including the blind student as an equal. Often this can be done publicly, as when a new student is introduced, or when someone speaks to the class about blindness in general. When specific problems arise, it is sometimes best to talk to the individuals privately. Emphasize to teachers that, while overt rejection is usually easy to recognize, it may be harder to note and deal with the opposite problemþnamely, overprotection. The latter is, in my experience, the more common problem and the harder to solve. Do little girls mother-hen the blind child's play at recess? Does someone always carry his tray even though he could do it? Do classmates jump to pick up dropped objects? Deal directly and tactfully with things like this, and be firm. To allow overprotection is to interfere with education. JOINING OTHERS CONVERSATIONAL SKILLS Teach children to face the other person during a conversation. Urge sighted people to say things like "Please reach over here," rather than moving to accommodate the blind child. Help the blind youngster to be flexible and attentive, noting other people's needs and actions. See that voice volume is appropriate to the situation. If a child consistently talks too loudly or too softly, despite reminders, have his hearing checked. If he talks too much or too little, give him feedback and guidance. Some children need extra guidance in what to say during conversations. The younger child may remain in a stage of self-centered questions, constantly asking "Who is he talking about?" or "What do you mean?" The child needs to learn to listen awhile and see what can be learned without asking questions. Textbooks sometimes have exercises on "Making Inferences." Besides reducing annoying questions, such exercises should improve general incidental learningþthat is, learning things without their being formally taught. Too many blind children wait passively for someone to teach them the names of their classmates, for example, rather than listening attentively to conversation. Many young people converse in a very self-centered way. For example, one boy always expounds about his own musical interests, without ever encouraging a friend to describe his interests. The student may need to practice thinking of open-ended questions to draw people out, and consciously using them. He may also need to broaden his own interests and experience. Another type of self-centered conversation is the self-putdown. No one enjoys talking with a constant complainer. The counselor may be able to help direct thoughts and speech in a more positive, outward direction. Teach alternative techniques for personal contact, and the confidence and assertiveness to use them. If Alicia finds the counselor's office open but silent, she can ask, "Mr. Brown, are you there?" or simply, "Mr. Brown?" If she is waiting to buy tickets and is uncertain whether she is being spoken to, she can ask, "Did you mean me?" or "Am I next?" Encourage the blind youngster to be good-natured to people who say, "Do you know who this is?" but, if necessary, to refuse a guessing game politely but firmly. At the same time, you as a teacher can discourage others (including adults) from this practice, which is really annoying and unnecessary. PARTICIPATION All young people need guidanceþsome more than othersþin making and keeping friends. A school counselor should be able to provide suggestions appropriate for all children, including books for teachers and for students. When various students are standing around, the blind student can orient herself by the voices and join a group as anyone else would do. See that your students learn how to join a group in a conversation or activity: look for a natural pause in the conversation, and say something to indicate interest. Join into what is already being said or done. Avoid changing the subject abruptly or for no reason. Some youngsters may need coaching on what to say during informal chatting. ("What's for lunch?þ What did you think of that assembly?þ That test sure was hardþ Only three days till vacation.") All children need to learn how to take turns, and how to be good losers/winners. Overt crying is not the only way to be a bad loserþit is also bad for the older youngster to stalk away in silent gloom. It is important to look attentive when others are talking, even when not saying anything oneself. A person should be sensitive to others' moodsþi.e., judging whether or not a friend wishes to talk about something bothering her. Giving compliments is an important part of relationships. The blind girl or boy cannot easily use one of the most common, namely, complimenting a person on what he/she is wearing. Nevertheless, there are many kinds of compliments that can easily be usedþabout athletic or personal achievements, about clever ideas, etc. Also, sometimes an article can be examined by touch and admired (if, and only if, the social situation makes this appropriate.) Jon depended heavily on Ken, his close friend. When Ken had the flu, Jon asked the counselor about finding a place at lunch, carrying books, etc. The counselor helped Jon get better acquainted with Brad, another friendly and compatible boy, and also took the opportunity to help in developing friendships. "You're making a new friend here," she said. "I can see you're really enjoying Brad's company, and he likes you. It's good for a person to have more than one friend, for lots of reasons. When Ken gets back you'll want to socialize with him again, but I do hope you don't just drop Brad cold. Keep both of them as friendsþyou can spend some time with each, and maybe some with both together. And alsoþI think we all have realized that you were awfully dependent on Ken. Let's work on how you can find a seat yourself when you want to, and how to organize your things so that nobody needs to carry your books." Remember that many well-adjusted youngsters (disabled or not) have only one or two best friends and that recreational interests vary greatly. Look for many different types of activities as you help your student select those which he or she enjoys mostþchess, swimming, bowling, ham radio, etc. Joining structured groups such as Scouts, religious organizations, etc., can be very helpful. Offer to help parents confer with leaders of such groups. Although laws covering private groups may not be the same as for public school activities, often there will be a legal or organizational requirement for equal opportunity. Even if there is not, you can help the parent use persuasion and education (possibly with help from others such as the National Federation of the Blind) to build equal opportunity. PROTECTING ONESELF Unfortunately, today it is also necessary to coach youngsters about when they should not be friendly. On a city street, it is usually unwise to converse at length with a stranger; invitations to ride in a car are totally unacceptable. Parents may fear that blind youngsters cannot handle such problems. Talk about ways to identify persons reliably without using sight. A student old enough to walk alone on the street should be able to prevent most problems, and also to shout and go for help in case of emergency. Learning to avoid harmful strangers is sometimes undermined by a seemingly innocent practiceþthe tendency for people to give blind youngsters things. This practice is undesirable enough because of its implications of pity, but it can confuse the child's safety training as well. Recently I have observed: - a cab driver deliberately leaving change on the seat so that a young blind passenger will find it - a high school principal giving a homecoming corsage to the blind girl -a sixth grader bringing several art projects to a blind first-grader Examine situations like this, and apply a test recommended by booklets on child molestation: Does the role of this person make the action appropriate? Ask also, "Would it be considered appropriate if the child were not blind?" and note that blindness should not change one's general role in life. A different dilemma about friendliness may occur in a play situation. The child who has been coached to cooperate may not realize that she too has rights. Denise found herself being chased by several boys and girls at recess. It was not even a real game of tag, but a form of unkind teasing. Wanting to be friendly, Denise ran here and there for ten minutes. When the bell rescued her, she was near tears. The playground supervisor, who had sympathized but hesitated to intervene, described this to Denise's resource teacher, who then coached her about ways to leave a really undesirable situation. "You can say, `I'm tiredþI don't want to play this any more,'" he counseled. "Just go and do what you want. Now, they might call you a `chicken' or something, but just ignore them. And remember, if they really scare you, you should get help from the playground supervisor." THE TEEN YEARS New to the public middle school, Paula very much wanted to be part of Charlene's crowd. However, Paula's mother became very concerned about the way these girls seemed to treat Paula when they came home with her. They played Paula's records and ate the food she offered, but they talked to one another instead of with her. Never did they invite Paula to join them elsewhere. Finally Paula's mother decided that the arrangement was harmful. She insisted that her daughter invite only one or two girls at a time. Although some girls declined the individual invitations, eventually two girls (one who was part of Charlene's crowd and one who was not) became Paula's close friends. As this example illustrates, it is usually easier to get acquainted in a smaller group than in a large one. Informality is usually better than fancy entertaining. It is helpful to have equipment or skills which are valued by the other young peopleþcooking skill, a guitar, an interesting collection, a tandem bike, etc. However, the youngster must not let others lose respect for her and treat her like a doormat. DEVELOPING ONE'S OWN RESOURCES As we consider the free-time activities popular with teen-agers, we see all the more the importance of good travel and other skills of independence. Can the young woman shop independently, or must she constantly cling to a friend? Does the young man use various alternative methods of transportation, or does he feel helpless if his parents cannot take him? Are skills like table manners, dialing a telephone, etc., routine matters or causes of embarrassment? Often a teen-age brother, sister, or friend can provide transportation or reader service. Avoid, however, a situation where the blind teen-ager is smothered by too much help and attention, or the sighted teen-ager resents constant duties. Encourage reciprocal arrangements. Perhaps the blind brother or sister can do an extra stint of dishwashing in return for articles read aloud. A friend who provides transportation might be invited for dinner. As the student gets older, it is more and more desirable that readers and drivers be paid on a businesslike basis. A great many teen-agers have part-time jobs, with benefit both financially and socially. Blind teen-agers, too, need to have this opportunity. ADULTS SHOULD BE SENSITIVE AND CONSIDERATE Teachers and parents should watch what they say to teen-agers in front of peers. Be discreet about mentioning personal mannerisms, clothing, etc. Work on eating skills in privacy. Always phrase remarks in a careful and dignified way, such as, "Parking meters are next to the street rather than close to the building. Consciously think about where the parking meters are and use that as a clue to where you are." Matter-of-fact words and tone are important even if no one overhears, since it helps the student not to feel belittled. It is especially important if you are teaching something which peers have learned at an earlier age. The chapter on "Dating, Marriage, and the Family" is actually an extension of this chapter. It contains many things which might otherwise have been said here. As always, the teen-ager's problems in regard to blindness boil down to a matter of attitudes.þ DEALING WITH PROBLEMS OF ACCEPTANCE Generally, when their natural curiosity has been satisfied, youngsters respect the blind student's methods and accept them as a matter of course. If anything, young people accept a disability better than adults do. To prevent or minimize those problems which do occur, the following ideas are helpful: 1. Help the blind student to improve his/her own individual skills and general self-confidence, and to contribute to the group. 2. Help him/her to determine when help is needed, and to accept or refuse help pleasantly. 3. Help all youngsters understand that we are all different, and that it is rude to overemphasize any characteristic (such as freckles, height, etc.). School counselors should be able to suggest many structured and unstructured ways to help students realize the universality of differences and the hurt caused by misplaced emphasis. 4. Explain the physical cause of the disability in appropriate terms, and help the blind child do so also. 5. Emphasize that blindness is a physical limitation and nothing more. 6. Encourage other students' interest in such aids as Braille, and point out their value. A few students may be seriously interested in learning Braille. 7. Help the blind youngster not to be oversensitive. He/she should be willing to answer friendly questions, and to be objective about tactless questions. He/she should also realize that some teasing and arguing are unavoidable, and learn to ignore it in most cases. 8. Teach the blind youngster to be reasonably assertive rather than passive. He/She can speak up and say, "How about my turn next?" 9. Look for possible problems apart from blindness. Is the group a tight clique, rejecting all outsiders? Do health problems seriously curtail the blind child's energy? 10. Insist that the disability never be used to escape work or responsibility. SPECIAL PROBLEMS Conspicuous physical characteristics tend to magnify problems of acceptance, but the same principles apply nevertheless. Stress that we all have our own individual strengths and make our own particular contributions. The child may also want to meet others, if possible, with his particular physical characteristics. When a child has extremely short stature, consult an expert on physical disabilities and architectural barriers. Get desks the right size, and a stepstool for reaching. Especially in junior high and high school, make sure the student can reach things like drinking fountains, sinks, and shelves. Albinism also involves physical characteristics which may bring misunderstanding. One boy was teased as a "little old man with white hair." A kindergartner became furious at the many adults who gushed, "What beautiful hair you have!" Albino black youngsters face prejudice from both races. A black adult may be especially helpful in discouraging prejudice by black youngsters. I discussed this recently with an albino black man who recalled that his black playmates sometimes teased him and called him White. He advised emphasizing that all characteristics differ among people and explaining albinism in a scientific way. He noted that prejudice decreased as he and his classmates grew older. And, of course, improving the general climate of race relations helps minimize any problem related to racial identity. ORDER FORM Handbook for Itinerant Teachers of Blind and Visually Impaired Students Mail to National Federation of the Blind, Materials Center, 1800 Johnson Street, Baltimore, Maryland 21230 Select format: Print ($23.00), Braille ($30.00), 4-track cassette tape ($30.00). Prices include shipping and handling. Method of payment: Check, Money Order, Purchase Order (must be attached) Credit Card: Discover, MasterCard, Visa. Credit card #, Expiration date, Signature. Ship to, Telephone. CONGRATULATIONS!1993-1994 Braille Readers are Leaders Contest Winners MOST IMPROVED: Nikki Saylor, Kentucky Brian Hess, Ohio Jacob Elsberry, Iowa Thomas Solich, Ohio Shannon Ramsay, California PRINT TO BRAILLE: First: Lisa Ann Davis, California. 2,130 pages. Second: Elexis Gillette, North Carolina. 1,328 pages. Third: Ashley Samp, California. 1,199 pages. KINDERGARTEN - FIRST GRADE: First: Alejandro Lesser, Pennsylvania. 1,683 pages. Second: Brandon Kozak, Illinois. 618 pages. Third: Emily Marie Charles, Texas. 310 pages. SECOND - FOURTH GRADES: First: Gabriela Gonzales, Alabama. 7,380 pages. Second: Robert Riddle, Washington. 6,220 pages. Third: Cassie Lucarelli, Wisconsin. 5,149 pages. FIFTH - EIGHTH GRADES: First: James Konechne, South Dakota. 19,326 pages. Second: Blake Earl Roberts, Delaware. 10,540 pages. Third: Kristen Witucki, New Jersey. 9,202 pages. NINTH - TWELFTH GRADES: First: Stacey Pederson, Minnesota. 7,368 pages. Second: Rebecca Hart, Virginia. 4,519 pages. Third: Christy Witte, Michigan. 3,768 pages. PARENT POWER The following reports are from two of the parent division affiliates of the National Organization of Parents of Blind Children (NOPBC). For more information about the NOPBC and the nearest state or regional parent chapter to you, contact: Mrs. Barbara Cheadle, PresidentNational Organization ofParents of Blind Children1800 Johnson StreetBaltimore, Maryland 21230(410) 659-9314. National Organization of Parentsof Blind Children Goals and Objectives 1. To create a climate of opportunity for blind children in home and society. 2. To provide information and support to parents of blind children. 3. To facilitate the sharing of experiences and concerns among parents of blind children. 4. To develop and expand resources available to parents and their children. 5. To help parents of blind children gain perspective through partnership and contact with blind adults. 6. To function as an integral part of the National Federation of the Blind in its ongoing effort to eliminate discrimination and prejudice against the blind and to achieve for the blind security, equality, and opportunity. REPORT FROM CALIFORNIA by Shirley Baillif, President Parents of Blind Children Division of the NFB of California During the 1993 California State Convention, the POBC of CA sponsored a Luncheon Show presenting talents of our blind children. Those participating were: Beth Kats, daughter of Gerret and Esther Kats. Beth shared her beautiful voice first by singing a grace to the tune of Edelweiss (with original words befitting the NFB); then later she sang "The Rose" and "The Sound of Music." Beth is a high school senior. She sings soprano and participates in her school's choir. She has taken voice lessons for 5-6 years. Blanca Burrows, the four-year-old daughter of Roy and Lynda Burrows. Blanca spent her first three years in an orphanage south of Tecate, Baja California, Mexico, before being adopted by Roy and Lynda. When she joined the Burrows family, she walked very little and had a vocabulary of only about ten words. After less than two years of T.L.C. (tender loving care) she is rapidly gaining physically and academically. With this adverse background, we were especially thrilled to have Blanca give the Pledge of Allegiance to the flag. Lisa Davis, the ten-year-old daughter of Todd and Sharon Davis, and Belinda Surita, the sixteen-year-old daughter of Alma Basile. These two girls have been taking Judo lessons for 2-3 years. They demonstrated several moves but stopped before they completed any throws since we did not have a mat. They have competed successfully against sighted Judo students. Their instructor, Sen Sa Gomez, did not arrive in time to explain their moves as they performed them, so the girls tried to do this themselves. Sheryl Pickering came to the rescue by keeping the microphone near the speaker. In so doing, she was forced to be quite the contortionist. Cyrus Keir, ten-year-old son of Dave and Carol Keir. Cyrus played the cello. He is learning to play from the Suzuki method. He played the "French Folk Song-Traditional" and "Minuet in C" by Bach. What a thrill! Lisa Davis went from Judo expert to comedienne to conclude our talent show. Look out President Maurer! Her jokes were as corny as yours and as delightful to hear. [Marc Maurer is President of the National Federation of the Blind. Mr. Maurer sends out monthly presidential reports on cassette tapes to NFB chapters. He concludes every tape with a selection of jokes.] We also had the privilege of hearing Denise Bravell, an adult blind child, playing on the keyboard. The hotel did not have a piano so Denise brought her small keyboard. She played a medley of tunes before the luncheon while people were being seated, and she also accompanied Beth when she sang. We received many positive remarks and requests to do it again and that is what we plan to do at the 1994 California State Conventionþanother great Luncheon Show featuring the talents of our blind children. REPORT FROM MINNESOTA NEW PARENTS DIVISION ORGANIZED by Peggy Chong The Parents of Blind Children Division of the NFB of Minnesota was formed at the parents' seminar held on Saturday, May 7, l994, at the historical, beautiful new quarters of BLIND, Inc. The officers of our new division are a diverse and talented group of parents: Barbara Schultz, President, is the biological/adoptive/foster parent of eight children, one of whom is blind and multiply handicapped; Sandy Jacobson, Vice President, has a blind teen-age son; Tom Kiel, Treasurer, has a daughter who is blind; Nadine Jacobson, Secretary, is a long-time blind member of the NFB and the newly adoptive parent of little girl from Korea who is also blind; and Penny Langland, board member, is a physician and the parent of a blind, partially sighted son. The seminar, which was co-sponsored by BLIND, Inc., State Services for the Blind, and the NFB of Minnesota, drew families from all around the state. Parents participated in the usual general sessions and small group discussions. Speakers included representatives from agencies in the state which provide services to blind children, blind adults who spoke about personal experiences and the skills needed for independence, and parents of blind childrenþsome of whom were now adults. A moving presentation was made by Mrs. Donna LaBarre, mother of Scott LaBarre, a young blind man just beginning his career as an attorney. She spoke of the need for a parents' organization, and how much she and her husband could have benefited from the support and information such an organization can offer. Barbara Cheadle, President of the National Organization of Parents of Blind Children, had come early in the week to visit parents and discuss the formation of a parents division. She stayed to conduct the formalities of the organizing meeting and also led several of the seminar discussion groups. Parents had been encouraged to bring their children to the seminar, too. Special activities had been planned for the blind kids and their siblings by Lori Anderson, a blind mother and educator, and other volunteers. In the morning, the children baked cookies in the BLIND, Inc., kitchen, then served them to all the seminar participants at lunch. Most of the youngsters spent a great deal of time exploring the historical mansion. (The new facility for BLIND, Inc., is the former homeþmansionþof Charles S. Pillsbury.) One young boy who wants to be a janitor when he grows up found the boiler room fascinating. Small groups of the children also took turns playing in a nearby neighborhood park in the afternoon. During lunch, parents and blind members of the Federation exchanged ideas and talked about blindness-related issues. Parents were offered tours of the BLIND, Inc., building, thereby learning more about the training programs available to blind adults and children. It was an outstanding day. The Federation and the state agency, along with BLIND, Inc., worked side by side and in harmony to promote a positive future for blind children. And now we have a group of parents who have made a great start on building a better future for their blind children with this new division. I.E.P Question/Answer This item is reprinted from the January, 1994, issue of Pacesetter, a publication of the PACER Center, Minneapolis, Minnesota. Question: I called the school and asked my daughter's teacher, who is her IEP manager, to set up an IEP meeting so that we could review her goals. Today, he called me and said that the meeting was set up for Wednesday at 8 a.m., even though I told him I couldn't make it then. He said they needed to go ahead with the meeting because it was the only time the staff could meet. I can't take time off work unless I give a week's advance notice, and I really cannot make it to school at 8:00 because I have young children, and the sitter doesn't arrive until 9:00. What can I do? Answer: The school district is required, by both federal and state laws, to schedule the meeting at a time convenient to both the parent and the school. The IEP manager should have checked with you to find an agreeable date before setting up the meeting. But at this point, you can call and ask that the meeting be canceled, and give him two or three dates that would work for you. If he is reluctant to change the meeting time, you may want to follow up on your request by sending a letter to the principal asking for the change. CD-ROM We have been asked to publish the following: Find out why blind people are raving about CD-ROM technology. The CD-ROM Advantage explains everythingþwhat you need, how it all works with speech and Braille, what it costs, who to call for help, and where to buy all those nifty CD titles, plus a listing of over 100 titles that work with speech and Braille. Other questions addressed in this book are: Is it difficult to install CD-ROM hardware and software? Can you access graphics-based CD's? Do some screen-access programs work better than others? How can you tell if a title is accessible? Why should a blind person care about CD-ROM? The CD-ROM Advantage is available from National Braille Press. The print edition is $11.95 plus $3.50 for postage; the Braille edition is $11.95 shipped Free Matter, or $3.50 extra for UPS; and the disk edition (specify 5.25" or 3.5") is $11.95 shipped Free Matter, or $3.50 extra for UPS. For complete ordering information contact National Braille Press, 88 St. Stephen Street, Boston, Massachusetts 02115. Telephone (617) 266-6160. FAX (617) 437-0456. Golden Sounds We have been asked to print the following information: "My Calendar" is an educational cassette tape for children ages 2 to 8. The tape covers all of the months of the year in sequential order and portrays musical and verbal metaphors that are unique for each month of the year. The tape may be purchased for $10.00 each from Golden Sounds, Inc., 4811 North Market, Shreveport, Louisiana 71107. Michigan Braille Leadership Conference On March 15, 1994, the Michigan Commission for the Blind (MCB) held the first Michigan Braille Leadership Conference. The purpose of the conference was to bring together Michigan's top Braille experts to discuss the crisis of Braille literacy among Michigan's blind population. MCB Commissioner, Steve Handschu, a legally blind Detroit sculptor, explained that the conference was a call to action. "Fully 90 percent of Michigan's 50,000 blind people are Braille illiterate. For thousands of people annually, pervasive Braille illiteracy exacts a horrible toll in lost educational achievement, unfulfilled individual creativity, and massive unemployment." "`Fail then Braille' sums it all up," says Sunny Emerson, a Sterling Heights mother of a blind child and national board member of the National Organization of Parents of Blind Children. "In too many school districts, Braille is used as a learning tool of last resortþwhen all else fails, the teacher turns to Braille." The luncheon keynote speaker was Representative Joe Young, Jr. (DþDetroit), who, following in the footsteps of his father, the late Representative Joe Young, Sr., has supported and sponsored efforts to pass Braille literacy legislation in Michigan. Speaking on the "Endless Possibilities and Necessities of Braille" was Dr. Abraham Nemeth, Professor Emeritus, University of Detroit, and creator of the Nemeth Code of Mathematic and Science Braille Symbols. Other presentations included "When to Facilitate Braille Learning" and "Using Braille in the Work Place." Conference participants included representatives from the fields of education and rehabilitation, members of the National Federation of the Blind of Michigan, the Michigan Association of Blind and Visually Impaired (MABVI), and NFB of Michigan Parents of Blind Children. Vision and Reading The following information regarding the vision skills required for successful reading of print is reprinted from the brochure, "A Look at Vision and Reading" published and distributed by the American Optometric Association. To See to Read: Reading [print] requires the integration of eight different vision skills: Visual acuity; visual fixation; accommodation; binocular fusion; convergence; stereopsis; field of vision; and form perception. Only one is checked by the typical school eye chart test. Quick eye exams may cover only one or two. And symptoms of reading-related vision problems are often not noticeable to parent, teacher, or child. A comprehensive optometric examination, however, does cover these eight vision skills. It is a must for every child who is having trouble reading. Visual Acuity: The ability to see objects clearly. It is sometimes measured in a school vision screening. The typical school eye chart is designed to be seen at 20 feet and measures how well or poorly the child sees at that distance. If a problem is discovered in the screening, the child should be referred for a thorough optometric examination. Visual Fixation: The skill utilized to aim the eyes accurately. Direct fixation is the ability to focus on a stationary object or to read a line of print accurately, while pursuit fixation is the ability to follow a moving object with the eyes. These complex operations require split second timing for the brain to process the information received and to track the path of the moving object. Accommodation: The ability to adjust the focus of the eyes as the distance between the individual and the object changes. Children frequently use this vision skill in the classroom as they shift their attention (and focus) between their book and the chalkboard. Binocular Fusion: refers to the brain's ability to gather information received from each eye separately and form a single, unified image. A child's eyes must be precisely physically aligned or double vision may result. If that occurs, the brain often subconsciously suppresses or inhibits the vision in one eye to avoid confusion. That eye may then develop poorer visual acuity (amblyopia or lazy eye). Convergence: is the ability to turn the two eyes toward each other to look at a close object. School desk work is one instance in which a child depends upon this vision skill. Stereopsis: is a function of proper binocular fusion. It allows a critical judgement of the relative distance between two objects. If an optometric examination reveals poor stereopsis, it is an indication of incomplete binocular fusion. Field of Vision: is the area over which vision is possible. It is important that a child be aware of objects on the periphery (left and right sides, and up and down) as well as in the center of the field of vision. Perception: is the total process responsible for the reception and cognition of the visual stimuli. A child must integrate all the perceptual skills for successful school achievement. Form perception is the ability to organize and recognize visual images and specific shapes. The shapes the child encounters are remembered, defined, and recalled when development of reading skills begin. Seedlings Braille Books for Children We have been asked to announce the following: SEEDLINGS BRAILLE BOOKS FOR CHILDREN announces their new 1995 catalog which will be available beginning September 1, 1994. This catalog contains over 200 low-cost Braille books for children ages 1-14. Thirty-two new books have been added this year, including (for preschoolers) print-and-Braille books with "sound buttons" to push! For beginning readers there are print-and-Braille easy-readers like Nate the Great and the Sticky Case. For older children, award-winning fiction is included like Maniac Magee by Jerry Spinelli and Matilda by Roald Dahl. SEEDLINGS is a non-profit corporation dedicated to providing high-quality, low-cost Braille books for children. To receive their free catalog, or for more information, call 1 (800) 777-8552, or write to SEEDLINGS, P.O. Box 2395, Livonia, Michigan 48151-0395. FAX 1 (313) 427-8552. Technology for the Deaf-blind We have been asked to print the following information from Blazie Engineering: Blazie Engineering, manufacturers and distributors of innovative technology for blind and visually impaired people, introduces the Lite Touch telephone communicator. Designed for use by the deaf-blind community, Lite Touch consists of the Braille Lite personal data assistant, the Super Print-E TDD and a tiny signal detector. Battery-operated Lite Touch is simple to operate and designed for take-along use anywhere. Together, its three components weigh less than six pounds and fit easily into a briefcase or backpack. The Lite Touch telephone communicator is a joint venture of Blazie Engineering and the Enabling Technologies Company of Stuart, Florida. For more information about Lite Touch, or to receive a free catalog featuring Blazie Engineering's complete line of products for blind and visually impaired people, contact Blazie Engineering, 105 East Jarrettsville Road, Forest Hill, Maryland 21050, or call (410) 893-9333. Activity Balls Jingle, beep, ring, vibrate, or smellþthe Spring, 1994, Special Populations catalog from Flaghouse features a wide assortment of balls for children and youth of all ages and for a variety of activities. Among this assortment of balls in the catalog are jingle balls of athletic size and construction in three styles and prices (basketball, $16.95; volleyball, $14.95; and soccer ball, $18.95); beeping foam basketballs, soccer balls, and frisbees priced at $42.75 and $35.00; scented 10" inflatable play balls, set of 4 $14.95; and thunder balls which vibrate slightly when the noise-making device is set off by a hard bounce or kick, three styles and two pricesþ$6.95 and $7.25; and many more. Also available is a mini-beeper ($28.95) which can be attached to any surface with velcro or double stick tape. For more information contact Flaghouse, 150 North MacQuesten Parkway, Mount Vernon, New York 10550; 1 (800) 793-7900; (914) 699-1900 outside U.S.A. FAX 1 (800) 793-7922; (914) 699-2961 outside U.S.A. Greeting Cards We have been asked to publish the following information: Prophecy Designs now offers the only retail line of full-color greeting cards with both print and Braille. Vividly colorful designs by artist Kristina M.L. Nutting grace the front of each of the 30 various cards, making them appealing to the sighted as well. Messages range from "Just a note to say `Hello' and that I'm thinking of you," to "Sending you wishes for a very joyful holiday season." Many include inspirational quotes from sources such as famous people, the Bible, or the Talmud. Cards are also available in large print. For more information or to place individual or wholesale orders, contact Kristina M.L. Nutting at (207) 529-5318; or write Prophecy Designs, P.O. Box 84, Round Pond, Maine 04564. Youth Novel We have been asked to publish the following announcement from Jack Wilkinson, author and publisher of Eyes Front: Eyes Front retails for $9.95. However, a special offer of $7.95 is available for all members of the National Federation of the Blind and all subscribers to Future Reflections and the Braille Monitor. They need only to order these books by writing to: Maine Heritage Books, P.O. Box 1462, Scarborough, Maine 04074. The following is a newspaper advertisement for the book from the Portland Press Herald: A New Family Novel: Eyes Front, by Jack Wilkinson: A dramatic novel about a blind youth and his courageous efforts to compete on his high school track team. "This beautifully written, heartfelt story vividly rekindled the years of courage, determination, and perseverance I witnessed daily as the coach of a former blind runner." þPaul Brogan, South Portland High School's boys' track and cross-country coach. "This novel reminds me of when Jack Wilkinson coached me. The main character is laden with the genuine belief in man's ability to rise above any obstacle and succeed." þDanny Paul, Coach of Greely High School's boys' and girls' track and cross-country. "It has so far proven to be an excellent literary and educational endeavor." þRobert Leblond, President of New England Parents of Blind Children. "The author draws upon a lifelong involvement with kids and the sport of track and field to develop this story." þGeorge Towle, University of Southern Maine's women's track and cross-country coach. Screen Enlarger The following item is reprinted from the Winter, 1993/94, issue of the Braille Spectator, the NFB of Maryland newsletter. The Coat Hanger Screen Enlarger þby Lorette S.J. Weldon: From the Editor: Lorette Weldon is the Coordinator of the Study Room for People Visually Impaired at the University of Maryland College Park. Although we have no personal experience with the screen enlargers she describes, she assures us that this screen enlarger is installed and in use in her study room at the University of Maryland. In the advent of on-line catalogs being used in libraries, many people may have trouble seeing the print on the computer monitors. They need a screen enlarger. Companies such as Gaylord (Box 4901, Syracuse, NY 13221-4901) sell screen enlargers, but the prices can start from $319 to $2,800. These screen enlargers can be an attachment to the front of the monitor or they can be a program, like Zoomtext. This type of device can be developed by anyone at a cheap price. By using a coat hanger, a clothes pin (or paper clamp), a size 52 belt (velcro), and a magnification sheet (which can be obtained at an office supply store like Office Depot), a screen enlarger can be in your possession for under $2. In the first step, take the hook of the coat hanger and have the curl of the hook turn so that it is facing you. Position the coat hanger so that the body of the hanger is above the monitor's screen. For the second step, place the belt over the top of the monitor so that the neck of the hanger is under it and that the hook hovers over the belt. Tighten the belt. The tightness should constitute enough pressure to hold the hanger in place and allow the hanger to be slid across the monitor. The third step consists of putting the magnification sheet in the clamp and attaching both to the hanger's body (hang it on the wire that is closest to you.) In the fourth step, move the hanger from side to side to adjust it to the location that you wish to look at on the monitor's screen. Focus the magnification sheet by moving it back and forth with your hand. For more information, call me (Loretta Weldon) at (301) 270-5803. Large Print Appointment Calendar We have been asked to print the following information: Announcing a "Visually Unique" daily appointment calendar designed specifically for people who would like to have large, easy-to-read dates and times, as well as bold lines and plenty of room to write. The letters (35 pt) and numbers (26 pt) are easy-to-read without low vision aids. Bolded lines are spaced 3/4" apart to accommodate large handwriting. Show through is not a problem when using an easy-to-read black pen such as a 20/20 pen. This 312-page calendar fits in a 2" or 3" standard 3-ring binder (not included), and measures 11" x 17" when open. Order by calling or writing for current pricing information: Visually Unique, P.O. Box 2841, Dallas, Texas 75221-2841; (214) 416-5568. MegaDots Users The following notice comes from Debbie Day, a parent and a member of the Parents of Blind Children Division of the NFB of Washington: I am looking for other parents who are using the MegaDots print-to-Braille transcription software to prepare Braille material for their children. Anyone interested in sharing materials, as well as information on how they are utilizing this program, please contact Debbie Day, 2604 St. Clair, Bellingham, Washington 98226; telephone (206) 733-8159. Braille Product Packaging Directions We have been asked to print the following information: National Braille Press: Have you ever bought a packaged food product, taken it home, and then had to find a sighted person to read the directions to you? Now, General Foods USA has solved that dilemma by putting package directions for its many fine food products into one easy-to-use reference booklet in Braille, called Product Packaging Directions. Included are directions for products such as Kool-Aidþ and Tangþ beverages, Jello-Oþ brand desserts, Shake'n Bakeþ coatings, Stove Topþ stuffing mixes, and many more. Plus, the booklet comes with an assortment of General Foods product coupons with a value at least equal to the purchase price of the book. The booklet, Product Packaging Directions, comes in one Braille volume and is available for $10.00 from National Braille Press, 88 St. Stephen Street, Boston, Massachusetts 02115; (617) 266-6160. Blind Children's Fund Has Moved We have been informed that the Blind Children's Fund has a new address. The BCF publishes the VIP Newsletter and numerous other pieces of literature (see the article on page 26 in this issue), sponsors national and international conferences and distributes the innovative materials of Lili Neilsen, Ph.D. The new address and telephone number are Blind Children's Fund, 2875 Northwind Drive, Suite 211, East Lansing, Michigan 48823-5040; (517) 333-1725 Missouri Reader Fund Increased The following item comes from the May, 1994, issue of The Blind Missourian, the newsletter of the NFB of Missouri: Governor Signs Reader Fund Bill. þRita Lynch: I am happy to report that we were very successful with this session of the state legislature. Our Reader Fund for Blind Students, SB 619, introduced by Senator Caskey, passed this time with four weeks to spare in the session and was signed on Tuesday, May 10. This will, of course, increase the yearly funding for reader services for blind students from $300.00, which it had been for over 20 years, to $500.00. It will also enable us to access federal funds for this service. The third thing this legislation does is to change the process of applying for funds. One will now be making application for this service through Rehabilitation Services for the Blind instead of through the county clerk's office. Passage of this bill was a big achievement for us [the National Federation of the Blind of Missouri]. We are especially grateful to Senator Caskey and Representative Maxwell for their help. NATIONAL FEDERATION OF THE BLIND 1994-95 Twelfth Annual Braille Readers Are Leaders Contest Sponsored by: National Organization of Parents of Blind Children National Association to Promote the Use of Braille PURPOSE OF CONTEST The purpose of the annual Braille Readers Are Leaders contest is to encourage blind school children to read more Braille. It is just as important for blind children to be literate as it is for other children. Good readers can have confidence in themselves and in their abilities to learn and to adapt to new situations throughout their lifetimes. Braille is a viable alternative to print, yet many blind children are graduating from our schools with poor Braille skills and low expectations for themselves as Braille readers. They do not know that Braille readers can be competitive with print readers. This contest helps blind children realize that reading Braille is fun and rewarding. WHO CAN ENTER THE CONTEST Blind school-age children from kindergarten through the twelfth grade are eligible to enter. The student competes in one of five categories. The first category is the print-to-Braille beginning reader. This category is for former or current print readers who began to learn and use Braille within the past two years. This includes: (1) formerly sighted children who became blind after they mastered print and (2) partially-sighted print readers who are learning Braille. Kindergartners and first-graders are not eligible for the print-to-Braille category. The other categories are grades K-1; 2-4; 5-8; and 9-12. Students in ungraded programs should select the category which most closely matches the grade level of their peers. PRIZES FOR THE CONTEST First-, second-, and third-place winners are selected from each of the five categories. All winners receive a cash prize, a special certificate, and a distinctive NFB Braille Readers Are leaders T-shirt. In each category first-place winners receive $75.00, second-place winners $50.00, and third-place winners $25.00. All contestants receive a Braille certificate and a special token for participating in the contest. Special recognition will be given to the five contestants, regardless of category, who demonstrate the most improvement over their performance in the previous year's contest. To be considered for the Most Improved Braille Reader award the contestant must enter the contest for two consecutive years and cannot be a winner in the current, or any previous, Braille Readers Are Leaders contest. Winners of the Most Improved Braille Reader award receive fifteen dollars ($15.00) and a T-shirt. Schools are encouraged to schedule public presentations of the certificates. Alternatively, presentations may be made in the classroom, at the local National Federation of the Blind Chapter meeting, or in some other appropriate setting. Members of the National Federation of the Blind will award the certificates and other prizes whenever possible. SCHOOLS FOR THE BLIND In addition to the individual prizes a special $200.00 cash prize and a trophy will be awarded to the school for the blind with the largest number of enrolled students participating in the contest. All of the schools for the blind with students participating in the contest will receive recognition in Future Reflections, the National Federation of the Blind magazine for parents and educators of blind children. RULES FOR THE CONTEST Winners will be chosen based on the number of Braille pages read. The one who reads the largest number of Braille pages will be the first-place winner; the second largest the second-place winner; and the third largest the third-place winner. The completed contest entry form must be received by the judges no later than February 15, 1995. Contestants must submit with the entry forms a print list of the materials read (see the last page of the entry form). Entry forms without this list will be returned to the sender. CERTIFYING AUTHORITY The certifying authority is responsible for (1) verifying that the student read the Braille material listed and that the material was read between November 1, 1994, and February 1, 1995; (2) filling out and sending in the contest entry form in an accurate, complete, and timely fashion; and (3) assisting the student in finding Braille materials to read for the contest. Teachers, librarians, and parents may serve as certifying authorities. The certifying authority must also be prepared to cooperate if the contest judges have any questions or need additional information about an entry. All decisions of the judges are final. For more information contact Mrs. Sandy Halverson, 403 West 62nd Terrace, Kansas City, Missouri 64113; evenings (816) 361-7813; or Mrs. Barbara Cheadle, National Federation of the Blind, 1800 Johnson Street, Baltimore, Maryland 21230; (410) 659-9314 or (410) 747-3472. COMMON QUESTIONS 1. What if I didn't know about the contest until after it began. Can I still enter? Yes. 2. If I enter late, can I still count the Braille pages I have read since November 1? Yes, if your certifying authority will verify that you read those pages. 3. Can I count my Braille textbooks? No. 4. Can I count textbooks if they are not the textbooks I am now using for my regular class work? Yes. 5. What if I don't finish reading a book? Can I count the pages that I did read? Yes. 6. Can supplemental reading books to beginning reading series be counted for the contest? Yes. 7. What constitutes a Braille page? Each side of an embossed piece of paper is considered one page. If you read both sides, then you have read two pages. This is true even if there are only two Braille lines on one side. 8. Can I count title pages, tables of contents, Brailled descriptions of illustrations, etc.? Yes. 9. I have to transcribe books for my beginning reader. Most of these books have only a few words on a page. If the print book has more pages than my Braille transcription, how do I count pages for the contest? For the purposes of this contest, the number of Braille pages counted per book should never be less than the number of print pages in that book. This is so even if the teacher has transcribed the entire book onto one Braille page. To avoid confusion we suggest that the books be transcribed page-for-page, one Braille page for each print page, whenever possible. 10. I have trouble finding enough Braille material for my 6th grade and up students. Do you have any suggestions? Yes. The National Federation of the Blind has free Braille materials--stories, articles, etc.--suitable for blind youth. To request the NFB Selected Literature for Blind Youth order form, call or write National Federation of the Blind, Materials Center, 1800 Johnson Street, Baltimore, Maryland 21230; (410) 659-9314. CONTEST ENTRY FORM NATIONAL FEDERATION OF THE BLIND BRAILLE READERS ARE LEADERS CONTEST November 1, 1994 to February 1, 1995 Mail entry form to Mrs. Sandy Halverson, 403 West 62nd Terrace, Kansas City, Missouri 64113 Student's Name Age Grade Address City State Zip Parent's Name Phone (Home) (Work) Certifying Authority: Name Position: Parent, Teacher, Librarian Address City State Zip Phone (Home) (Work) School Name Address City State Zip Phone YES NO Did you enter last year's contest (1993-94)? YES NO Have you been a winner in a previous Braille Readers are Leaders Contest? Entries must be received no later than February 15, 1995. Category: (Check one) Beginning Print to Braille (This category is for former or current print readers, grades 2-12, who began to learn and use Braille within the past two years.) Kindergarten and First Grade Second through Fourth Grades Fifth through Eighth Grades Ninth through Twelfth Grades One of the prizes for the contest is a special T-shirt. If you should be a winner, what size would you require? (Check one) Children's: S (6-8); M (10-12); L (14-16) Adult: S (34-36); M (38-40); L (42-44); XL - - - - - - - - - - [Back page of form] Name Total # of Braille Pages Pages Book/Magazine (mag. pub. date) Author/Title of Article [Lines 1-20] To the best of my knowledge, this student did read these Braille pages between the dates of November 1, 1994, and February 1, 1995. __________________________ Certifying Authority