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<div id="header"> <h1 class="title">Future Reflections, Vol 40 No 1</h1> </div>
<div id="TOC"> <ul> <li><a href="#future-reflections">FUTURE REFLECTIONS</a> <ul>
<li><a href="#why-join-the-nopbc">Why Join the NOPBC?</a> <ul> <li><a
href="#what-is-the-nopbc">What is the NOPBC?</a></li> <li><a href="#who-is-the-nopbc-for">Who
is the NOPBC for?</a></li> <li><a
href="#why-is-the-nopbc-a-part-of-the-national-federation-of-the-blind">Why is
the NOPBC a part of the National Federation of the Blind?</a></li> <li><a
href="#what-is-our-mission">What is our mission?</a></li> <li><a
href="#why-join-the-nopbc-1">Why Join the NOPBC?</a></li> <li><a
href="#programs-activities-publications-and-resources-of-the-nfb-and-nopbc">Programs,
activities, publications, and resources of the NFB and NOPBC</a></li> </ul></li>
<li><a href="#table-of-contents">TABLE OF CONTENTS</a></li> <li><a
href="#what-is-the-national-federation-of-the-blind">What Is the National Federation
of the Blind?</a></li> <li><a href="#annie-the-worlds-first-braille-self-learning-device">Annie:
The World's First Braille Self-Learning Device </a> <ul> <li><a href="#before-annie">Before
Annie </a></li> <li><a href="#annies-beginnings">Annie's Beginnings</a></li> <li><a
href="#the-value-of-annie">The Value of Annie</a></li> <li><a href="#annie-in-the-world">Annie
in the World</a></li> <li><a href="#annie-has-come-a-long-way-with-miles-to-go">Annie
Has Come a Long Way, with Miles to Go</a></li> </ul></li> <li><a
href="#typing-an-essential-skill">Typing: An Essential Skill</a> <ul> <li><a
href="#the-importance-of-typing">The Importance of Typing</a></li> <li><a
href="#early-learning">Early Learning</a></li> <li><a href="#typing-programs">Typing
Programs</a></li> </ul></li> <li><a href="#yes-i-made-mistakes-and-i-lived-to-tell-about-it">Yes,
I Made Mistakes, and I Lived to Tell About It!</a></li> <li><a
href="#navigating-to-successful-transition-theres-an-app-for-that">Navigating to
Successful Transition: There's an App for That!</a></li> <li><a
href="#mentoring-cultivates-and-nurtures-relationships-that-contribute-to-lifelong-learning-and-to-living-the-lives-we-want">Mentoring
Cultivates and Nurtures Relationships that Contribute to Lifelong Learning and to
Living the Lives We Want</a> <ul> <li><a href="#reaching-out-to-blind-youth">Reaching
Out to Blind Youth</a></li> <li><a href="#structure-of-the-program">Structure of
the Program</a></li> <li><a href="#monthly-conferences">Monthly Conferences</a></li>
<li><a href="#adapting-to-covid-19">Adapting to COVID-19</a></li> <li><a
href="#career-mentoring-retreats">Career Mentoring Retreats</a></li> <li><a
href="#planning-ahead">Planning Ahead</a></li> </ul></li> <li><a
href="#mentors-for-my-son">Mentors for My Son</a></li> <li><a
href="#two-milestones-reached-at-aim-conference-on-automated-nemeth-braille-translation">Two
Milestones Reached at AIM Conference On Automated Nemeth Braille Translation</a>
<ul> <li><a href="#introduction">Introduction</a></li> <li><a
href="#workshop-participants">Workshop Participants</a></li> <li><a
href="#workshop-activities">Workshop Activities</a></li> <li><a
href="#background-lectures">Background Lectures</a></li> <li><a
href="#breakout-sessions">Breakout Sessions</a></li> <li><a href="#workshop-perspectives">Workshop
Perspectives</a></li> <li><a href="#conclusion">Conclusion</a></li> </ul></li>
<li><a href="#remote-science-learning-advancements-for-the-blind">Remote Science
Learning Advancements for the Blind</a></li> <li><a href="#all-things-strings">All
Things Strings</a></li> <li><a href="#tactile-pictures-made-easy">Tactile Pictures
Made Easy </a></li> <li><a href="#building-community-through-tactile-art">Building
Community Through Tactile Art</a></li> <li><a href="#the-art-of-fly-catching">The
Art of Fly Catching</a> <ul> <li><a href="#initiate-communication">Initiate
Communication</a></li> <li><a href="#show-kindness">Show Kindness</a></li> <li><a
href="#know-your-rights">Know Your Rights</a></li> </ul></li> <li><a
href="#a-climber-of-trees">A Climber of Trees</a></li> <li><a href="#on-privilege-and-allyship">On
Privilege and Allyship </a> <ul> <li><a href="#so-what-exactly-is-privilege">So
What Exactly is Privilege?</a></li> <li><a href="#using-our-privilege-to-empower">Using
our Privilege to Empower</a></li> <li><a href="#action-requires-awareness">Action
Requires Awareness</a></li> <li><a href="#takeaway">Takeaway</a></li> <li><a
href="#getting-involved">Getting Involved</a></li> <li><a href="#reference">Reference</a></li>
</ul></li> <li><a href="#the-2021-distinguished-educator-of-blind-students-award">The
2021 Distinguished Educator of Blind Students Award</a> <ul> <li><a
href="#national-federation-of-the-blind">National Federation of the Blind</a></li>
<li><a href="#distinguished-educator-of-blind-students-award">Distinguished Educator
of Blind Students Award</a></li> <li><a href="#application">2021 Application</a></li>
</ul></li> <li><a href="#the-2021-braille-readers-are-leaders-winners">The 2021
Braille Readers Are Leaders Winners</a> <ul> <li><a href="#adult">Adult</a></li>
<li><a href="#grades-k-1">Grades K-1</a></li> <li><a href="#grades-2-3">Grades
2-3</a></li> <li><a href="#grades-4-5">Grades 4-5</a></li> <li><a href="#grades-6-8">Grades
6-8</a></li> <li><a href="#grades-9-12">Grades 9-12</a></li> <li><a
href="#breaking-reading-limits-awards">BREAKING READING LIMITS AWARDS</a></li>
</ul></li> <li><a href="#the-american-action-fund-needs-your-help">The American
Action Fund Needs Your Help!</a> <ul> <li><a href="#join-our-legacy-society">Join
Our Legacy Society</a></li> </ul></li> <li><a href="#summer-youth-programs">Summer
Youth Programs</a></li> <li><a href="#announcements">Announcements</a> <ul> <li><a
href="#scholarships">SCHOLARSHIPS</a></li> <li><a href="#bell-academy">BELL
ACADEMY</a></li> <li><a href="#braille-books">BRAILLE BOOKS</a></li> <li><a
href="#awards">AWARDS</a></li> <li><a href="#teaching">TEACHING</a></li> <li><a
href="#media">MEDIA </a></li> <li><a href="#stories">STORIES</a></li> </ul></li>
</ul></li> </ul> </div> <h1 id="future-reflections">FUTURE REFLECTIONS</h1> <p>A
Magazine for Parents and Teachers of Blind Children</p> <p>Volume 40, Number 1,
Winter 2021</p> <p>Published by the American Action Fund for Blind Children and
Adults</p> <p>in partnership with the National Organization of Parents of Blind
Children</p> <p>Deborah Kent Stein, Editor</p> <p><a
href="mailto:dkent5817@att.net">dkent5817@att.net</a></p> <p>ISSN: 0883-3419</p>
<p>Copyright © 2021 American Action Fund for Blind Children and Adults</p>
<p>For more information about blindness and children contact:</p> <p>National
Organization of Parents of Blind Children</p> <p>200 E. Wells Street at Jernigan
Place</p> <p>Baltimore, MD 21230</p> <p>410-659-9314</p> <p><a
href="http://www.nfb.org/nopbc">www.nfb.org/nopbc</a></p> <p><a
href="mailto:nfb@nfb.org">nfb@nfb.org</a></p> <h2 id="why-join-the-nopbc">Why Join
the NOPBC?</h2> <p>Are you the parent of a blind/low-vision child? Don’t
know where to turn? </p> <p>Have you ever wondered what your child will be
capable of when he or she grows up? Are you concerned that your child’s
future will be limited by blindness or low vision? Do you have questions about
how to parent a blind child? We are here for you.</p> <h3 id="what-is-the-nopbc">What
is the NOPBC?</h3> <p>Founded in 1983, the National Organization of Parents of
Blind Children (NOPBC), a proud division of the National Federation of the Blind
(NFB), is a membership organization of families, friends, and educators of blind
children. We have thousands of members in all fifty states plus Washington, DC,
and Puerto Rico.</p> <h3 id="who-is-the-nopbc-for">Who is the NOPBC for?</h3>
<p>We have a very inclusive definition of blindness which includes children who
have some usable vision. Instead of focusing on what the child can or cannot see,
we focus on the child and what she or he wants to be.</p> <p>NOPBC is for families,
educators, and friends of blind children, including those who have some usable
vision. We welcome all families of blind children, and many of our children have
both blindness and other disabilities.</p> <p>We help families and blind children
themselves maximize the child’s abilities and opportunities; we hold high
expectations for all of our children, regardless of any additional disabilities
they may have.</p> <h3 id="why-is-the-nopbc-a-part-of-the-national-federation-of-the-blind">Why
is the NOPBC a part of the National Federation of the Blind?</h3> <p>As a division
of the National Federation of the Blind (NFB), the largest and most influential
organization of blind people in the world, the NOPBC is well informed about the
societal, legislative, and technological issues that affect blind people. We enjoy
the resources, support, and expertise of fifty thousand blind people who can serve
as mentors and role models for us and our children. When we as parents join the
NOPBC, our children belong to the Federation family.</p> <h3 id="what-is-our-mission">What
is our mission?</h3> <p>The NOPBC:</p> <ul> <li><p>creates a climate of opportunity
for blind children in home and society.</p></li> <li><p>provides information and
support to parents of blind children.</p></li> <li><p>facilitates the sharing of
experience and concerns among parents of blind children.</p></li> <li><p>develops
and expands resources available to parents and their children.</p></li> <li><p>helps
parents of blind children gain understanding and perspective through partnership
and contact with blind adults.</p></li> <li><p>functions as an integral part of
the National Federation of the Blind in its ongoing effort to achieve equality
and opportunity for all blind persons.</p></li> </ul> <p>Most states have an NOPBC
affiliate chapter. You can find your state chapter at <a
href="http://www.nopbc.org/">http://www.nopbc.org</a>. If your state does not have
a chapter and you would like to start one, please contact us. We may be able to
offer training and other assistance to start a state NOPBC chapter.</p> <h3
id="why-join-the-nopbc-1">Why Join the NOPBC?</h3> <p>We have been where you are,
and we want to support you and your blind child. We know that blindness does not
define your child's future. We can connect you with other families and blind adults
who can serve as positive mentors and role models. They can teach you the attitudes
and techniques that will enable your child to become independent and to succeed
in life.  </p> <p>The NOPBC offers hope, encouragement, information,
and resources for parents, families, and educators of blind children. NOPBC
provides:</p> <ul> <li><p>emotional support and a network of other families dealing
with challenges similar to those you face;</p></li> <li><p>information, training,
and resources to empower you to take an active role in guiding your child’s
development and education; and</p></li> <li><p>information on your child’s
rights and on the laws and legislative issues that will enable you and your child
to become strong and effective advocates.</p></li> </ul> <p>We offer a wide variety
of programs, activities, and training to families, children, and youth. One of
our most exciting activities is our annual conference. Every year since it
was established, the NOPBC has conducted an annual conference for parents and
teachers of blind children as part of the national convention of the NFB. This
conference has grown to include five exciting days of workshops, training sessions,
activities for all family members, including sighted siblings, and countless
opportunities to meet blind adults and other families and children from around
the country.</p> <h3
id="programs-activities-publications-and-resources-of-the-nfb-and-nopbc">Programs,
activities, publications, and resources of the NFB and NOPBC</h3> <ul> <li><p>National
and State Parent Seminars and Conferences</p></li> <li><p><em>Future
Reflections</em> magazine</p></li> <li><p>NOPBC website</p></li> <li><p>Books
and videos</p></li> <li><p>Social Media</p> <ul> <li><p>NOPBC Facebook group</p></li>
<li><p>NOPBC Facebook page</p></li> <li><p>NOPBC on Twitter</p></li> <li><p>Blindkid
& other listservs</p></li> </ul></li> <li><p>Parent Leadership Program
(PLP)</p></li> <li><p>NFB Early Childhood Initiatives</p> <ul> <li><p>Early
Explorers</p></li> <li><p>Braille Reading Pals</p></li> <li><p>Early childhood
conferences</p></li> </ul></li> <li><p>Letters from Santa (seasonal)</p></li>
<li><p>Youth</p> <ul> <li><p>National NFB Scholarship program</p></li> <li><p>National
Center for Blind Youth in Science website</p> <ul> <li><p>Junior Science
Academy</p></li> <li><p>Youth Slam High School Science Academy</p></li> </ul></li>
<li><p>Youth Track at national convention</p></li> <li><p>Transition workshops</p></li>
</ul></li> <li><p>Slate Pals pen pal program</p></li> <li><p>American Action
Fund</p> <ul> <li><p>Free Braille Books program</p></li> <li><p>Braille Readers
Are Leaders contest</p></li> <li><p>ShareBraille book exchange</p></li> </ul></li>
<li><p>Writing contests</p></li> <li><p>NFB-NEWSLINE® newspaper service</p></li>
<li><p>National Federation of the Blind (NFB)</p> <ul> <li><p>NFB BELL®
Academy (Braille Enrichment for Literacy and Learning)</p></li> <li><p>NFB-LINK
mentoring program</p></li> <li><p>Free White Cane program</p></li> <li><p>Free
Slate and Stylus program</p></li> <li><p>NFB Scholarship program</p></li>
<li><p>Straight Talk about Blindness video series</p></li> <li><p>Where the Blind
Work website</p></li> </ul></li> </ul> <p>Contact Us:<br /> National Organization
of Parents of Blind Children<br /> <a href="mailto:NOPBCPres@gmail.com">NOPBCPres@gmail.com</a><br
/> <a href="http://www.nopbc.org/">www.nopbc.org</a></p> <h2 id="table-of-contents">TABLE
OF CONTENTS</h2> <p><strong>LETTER FROM THE EDITOR</strong></p> <p>What Is the
National Federation of the Blind?<br /> by Deborah Kent Stein</p>
<p><strong>SKILLS</strong></p> <p>Annie: The World's First Braille Self-Learning
Device<br /> by Prem Sylvester</p> <p>Typing: An Essential Skill<br /> by Treva
Olivero</p> <p><strong>GROWING UP</strong></p> <p>Yes, I Made Mistakes, and I
Lived to Tell about It!<br /> by Karen Anderson</p> <p>Navigating to Successful
Transition: There's an App for That!<br /> by Karla Antonelli and Anne Steverson</p>
<p><strong>MENTORING</strong></p> <p>Mentoring Cultivates and Nurtures Relationships
that Contribute to Lifelong Learning and to Living the Lives We Want<br /> by
Maurice Peret</p> <p>Mentors for My Son<br /> by Carla Keirns</p> <p><strong>STEM</strong></p>
<p>Two Milestones Reached at AIM Conference on Automated Nemeth Braille Translation<br
/> by Al Maneki</p> <p>Remote Science Learning Advancements for the Blind<br />
by Ashley Neybert</p> <p><strong>MUSIC AND ART</strong></p> <p>All Things Strings:
An Interview with Leslie Hamric and Julia LaGrand</p> <p>Tactile Pictures Made
Easy<br /> by Ann Cunningham</p> <p>Building Community through Tactile Art<br />
by Rishika Kartik</p> <p><strong>ADVOCACY</strong></p> <p>The Art of Fly Catching<br
/> by Briley O'Connor</p> <p><strong>PERSPECTIVES</strong></p> <p>A Climber of
Trees<br /> by Kaylee Nielson</p> <p>On Privilege and Allyship<br /> by Monica
Wegner</p> <p><strong>WHAT'S NEW?</strong></p> <p>The 2021 Distinguished Educator
of Blind Students Award<br /> by Carla McQuillan</p> <p>The 2021 Braille Readers
Are Leaders Winners</p> <p>The American Action Fund Needs Your Help!</p> <p>Summer
Youth Programs<br /> by Pam Allen, Julie Deden, and Jennifer Kennedy</p>
<p>Announcements</p> <p>[PHOTO/CAPTION: Mark Riccobono drives a car with a tactile
interface in the Blind Driver Challenge.]</p> <h2
id="what-is-the-national-federation-of-the-blind">What Is the National Federation
of the Blind?</h2> <p>by Deborah Kent Stein</p> <p><em>From the Editor: As we
launch this brand-new year,</em> Future Reflections <em>reaches a milestone. In
2021 this magazine celebrates its fortieth anniversary. For the past four decades</em>
Future Reflections <em>has shared information and ideas with parents and teachers
of blind children, promoting the programs and initiatives of the National Federation
of the Blind, and spreading a positive philosophy about blindness. You can browse
through nearly forty years of our back issues at <a
href="https://www.nfb.org/resources/publications-and-media/future-reflections">https://www.nfb.org/resources/publications-and-media/future-reflections</a></em>.</p>
<p><em>Today</em> Future Reflections <em>is sponsored by the American Action Fund
for Blind Children and Adults and by the National Organization of Parents of Blind
Children (NOPBC), a division of the NFB. The NOPBC is deeply committed to advocating
for parents. Training parents to advocate at state and local levels is a core
component of its mission. Each year parents from across the country attend the
Parent Leadership Program (PLP) at Washington Seminar and the NFB National Convention
to build connections and share ideas.</em></p> <p><em>Ten years ago, at the 2011
Washington Seminar, NOPBC Past President Carol Castellano invited me to talk to
the Parent Leadership Program on the topic "What Is the NFB?" In celebration of
forty years of</em> Future Reflections, <em>here is my answer to Carol's question.
I believe it is as relevant today as it was ten years ago.</em></p> <p>When Carol
asked me to give a talk called "What Is the National Federation of the Blind," I
thought, this will be easy! I've been active in the NFB for almost twenty-five
years; I can answer this question.</p> <p>But when I started to think about it,
I realized that defining the NFB is kind of like describing your brother or your
best friend. It's very hard, at least it is for me, to describe someone I know
really well. I know so many aspects of that person that nothing I say really does
them justice. Defining the NFB is a lot like that.</p> <p>Not long ago I gave a
copy of <em>Future Reflections</em> to someone who was completely unfamiliar with
the NFB and blindness. After she read most of the articles, she commented, "This
magazine is about community." The NFB and the NOPBC are many things to many people,
but I think the idea of community is core to who we are and what we do.</p> <p>As
I'm sure you're well aware, blindness is a low-incidence disability. If you have
a blind child, your kid is probably the only blind child in your neighborhood.
They may well be the only blind student in your town, or even in your whole school
district. Raising a child who experiences the world in nonvisual ways, when nobody
around you ever has had to figure out solutions to the challenges you face, can
leave you feeling terribly isolated at times. When you attend an NFB or NOPBC
event, suddenly you're not alone anymore. All around you are people who have asked
the questions you're asking, who share many of the struggles you're living through,
and who have found solutions to some of the problems that baffle you.</p> <p>Still,
there are other places and organizations where you can make connections with
families that have blind children. What makes the NFB and the NOPBC unique?</p>
<p>I'm sure you've heard that the day before yesterday [January 29, 2011] a blind
man, Mark Riccobono, drove a car adapted with a tactile interface at the Rolex 24
in Daytona Beach, Florida. Maybe you've also heard that a few years ago another
blind man, Erik Weihenmayer, climbed to the summit of Mount Everest. The NFB
promoted the research that built the car that could be driven independently by a
blind person, and the NFB helped sponsor Erik Weihenmayer's mountaineering team
on the Everest expedition. The NFB dares to think big when it comes to the abilities
of blind people. We believe that, with the proper training and technology, and
with a positive philosophy about blindness, a blind person can accomplish just
about anything.</p> <p>We're not just talking about the big, glitzy feats that
get attention in the press. We know that blind people can be teachers, doctors,
attorneys, accountants, scientists, parents, machinists, and artists. We want that
full range of possibilities to be available for your children. We want your children
to grow up knowing that their life choices do not have to be restricted because
they are blind.</p> <p>Most people in the blindness field talk about independence
as the goal for every blind child and adult. But independence means different
things to different people. For people who have a narrow view of what blind people
can do, people who don't really believe in the abilities of blind people to live
full and productive lives, independence might mean the ability to keep track of
one's clothes and the money in one's wallet, to prepare a simple meal, and to walk
to familiar places around the neighborhood. Those things are fine, if that's what
a person chooses. But in the Federation, we want blind people to know that they
have many, many choices beyond the bare bones of independent living. True independence
means taking for granted that blindness will not stop you from doing the things
you want to do. It means you will be comfortable trying on new experiences, meeting
new people, and stretching beyond the safe and familiar.</p> <p>We often hear
people say that the Federation is a radical organization. That comment has always
puzzled me, and I'm still not too sure what people mean. But there is one basic
tenet of our philosophy that I think seems radical, maybe even preposterous, to
a large part of the public: our conviction that it's okay to be blind. Just five
little words—<em>it's okay to be blind.</em> Sometimes it's really, really
hard for people to take that in! In the NFB we don't believe that blindness is a
tragedy. We don't think it's frightening or distressing or heartbreaking—any
of those things people tend to think when they haven't had the chance to get to
know us.</p> <p>We recognize that blindness is just one of the myriad characteristics
that are part of the human condition. It may cause us inconvenience at times, even
frustration, but if we have a positive philosophy about blindness, it also can be
a teacher. Blindness can teach us to be resourceful. It can teach us to think
creatively. It can teach us to be assertive, to advocate for ourselves and for
others. It can teach us to think for ourselves and not to take assumptions as
truth.</p> <p>So this is the NFB, as I see it: a community of blind people and
our families and friends, a community drawn together by a belief that blind people
are as capable as anyone else of working and playing and making contributions in
every field of human endeavor. We are a community of people who believe that it
really and truly is okay to be blind.</p> <p>Welcome to the Federation. We're very
glad you are here. We hope you will be with us for a good long time!</p>
<p><strong>SKILLS</strong></p> <p>[PHOTO/CAPTION: Four children work with Annie
to master Braille skills.]</p> <p>[PHOTO/CAPTION: A little girl works with her
Annie.]</p> <p>[PHOTO/CAPTION: Photo of Annie, showing the structure and
functionalities of the system.]</p> <h2
id="annie-the-worlds-first-braille-self-learning-device">Annie: The World's First
Braille Self-Learning Device </h2> <p>by Prem Sylvester</p> <p><em>From the Editor:
In the United States and around the world, the education of blind children is
hampered by a critical shortage of properly trained and qualified teachers. A team
of engineers and programmers in India has developed a promising new system for
teaching Braille that can be used remotely or in the classroom. In this article
Prem Sylvester recounts the development of Annie and explains how it may help
increase Braille literacy throughout the world.</em></p> <p>Anne Sullivan Macy,
the passionate educator who guided Helen Keller's learning of Braille, has a legacy
that reaches through the years. This legacy inspired us at Thinkerbell Labs to
create Annie, the world's first Braille self-learning device. This legacy also
spoke to the blind child at the National Association for the Blind in Goa, India,
who, upon learning the history behind Annie's name, insisted that she would learn
Braille only from "her."</p> <p>Annie's story has been a rewarding one for the
past four years. As developers we are driven by the belief that our work can
contribute to Braille learning in a significant way. The story of this learning
begins, as it does for us all, with the alphabet.</p> <h3 id="before-annie">Before
Annie </h3> <p>In 2014 Sanskriti Dawle and Aman Srivastava, students at BITS Pilani
in Goa and cofounders of Thinkerbell Labs, had a unique project on their hands.
Made with a Raspberry Pi and coded in Python, Project Mudra was Annie's simple
predecessor, a dicta-teacher designed to help teach the Braille alphabet. However,
they realized that the device had the potential to be much more than a student
project. There was, in fact, a very real need to improve the modes of Braille
teaching and learning.</p> <p>Braille literacy rates are at worrying lows all over
the world. In the US Braille literacy is at around 10 percent, and in India it's
at less than 1 percent. A shortage of trained educators is a major impediment to
promoting Braille, a script that typically is taught through close engagement
between the teacher and the learner. The fewer the teachers, the harder it is for
blind children to get the attention they need for a truly beneficial education.</p>
<p>The modes of teaching and learning Braille have remained surprisingly unchanged
for several decades. There seemed to be value in using technology as a means to
improve how blind children engage with Braille by themselves and in their classrooms.
As Sanskriti puts it, "I grew up with better educational games in the Nineties
than blind children [have access to] today . . . That had to change." It was time
to build the technology for Braille learning that would come to be known—and
loved—as Annie.</p> <h3 id="annies-beginnings">Annie's Beginnings</h3>
<p>Annie was built to be a comprehensive Braille self-learning device, one that
could make learning fun, engaging, and intuitive for blind students. It was
important to develop child-friendly hardware that had a sense of playfulness, a
device that encouraged the learner to have fun. At the same time, the learning
materials on Annie had to engage the attention of children through a mix of Braille
lessons and games to improve their performance in reading and writing Braille.</p>
<p>With these needs in mind, Annie was designed to engage with children through
both touch and sound. With the guidance of encouraging voice instructions, kids
can figure out how to interact with the lessons and games on the device by
themselves. The large Braille display makes learning by touch even easier. By
exploring Annie and its different learning opportunities, kids are keen to try
out the content and learn at their own pace.</p> <p>One of the major challenges
lay in creating this tactile and auditory user experience, known as the UX. As
sighted developers, we needed to understand for ourselves what blind learners
required from their learning tools in order to have an effective educational
experience. In 2017 we conducted field trials for gathered learner feedback on
the hardware, software, and content of Annie at the National Institute for the
Empowerment of Persons with Visual Disabilities at Dehradun and Shree Ramana
Maharishi Academy for the Blind, Bangalore.</p> <p>While designing the learning
experience, we prioritized learner retention as well as sustained engagement with
Annie's contents, be it from the software, content, or hardware perspective.
Annie's content draws on Hands On, an introductory Braille reading scheme from
RNIB (Royal National Institute of the Blind) in the United Kingdom. Hands On is
widely known and well regarded. Our content reflects the best of the Hands On
scheme and the founding team's experiences learning Braille, as well as our
collective knowledge from the development of Annie.</p> <h3 id="the-value-of-annie">The
Value of Annie</h3> <p>Our team's advocacy for Braille literacy comes from personally
witnessing the difficulties Braille educators faced in imparting quality education
to their students and recognizing that many more blind children could participate
in self-learning, given the right resources. Sanskriti recounted her experiences
with a blind entrepreneur friend from Austria who actively used Braille and
assistive technology. She notes that for blind children, "Braille learning needs
to become available by default, for people to make real choices not defined by
[external] constraints." Learners and educators may not even realize that there
are better ways to teach and learn Braille. The onus for filling this gap with
the innovations of Annie lay with us.</p> <p>We based Annie's pedagogy of interactive
learning on two lessons that we understood early on. First, Annie is, after all,
meant to help children. Children like to play and learn from their surroundings.
They like to compete with their peers, and they can get frustrated by the mundanity
of a classroom. Second, we recognized that blind children's learning is not limited
by their disabilities but by the conditions of their education and the often
outmoded forms of engagement with Braille, engagement that sighted children often
enjoy as they learn to use print.</p> <h3 id="annie-in-the-world">Annie in the
World</h3> <p>In April 2016 Prince William and Duchess Kate Middleton were among
the first people to interact publicly with Annie at an event for the awardees of
the Great Tech Rocketship by UK Trade and Investment (UKTI). Our team fondly
remembers their delight in learning to spell their son George's name in Braille.
It came as an early validation of our mission.</p> <p>Annie was launched globally
in March 2018 at the VIEW Conference in Birmingham, UK. We received strong interest
from educators and institutions interested in enhancing Braille learning with
Annie. Such interactions led to the conceptualization of Annie Smart Classes.
Multiple Annies could be set up in virtual classrooms supervised by teachers.
Learners could make the most of the collaborative and competitive learning materials
on Annie. To empower teachers and parents to track kids' performance and plan
their lessons, we also built Helios, a digital suite to work in tandem with
Annie.</p> <p>India's first Annie Smart Class, and our first deployment of the
Annie ecosystem, took place in June 2018 at the Rajyakrit Netrahin Madhya Vidyalaya,
a school for the blind in Ranchi, Jharkhand. Our most important triumph here is
the fascination the children have with Annie, and their excitement to learn with
it. Since this deployment we've logged hundreds of hours of learning in the
classroom. Shivam Agarwal, a member of our engineering team, remembers an incident
where the teachers from a future deployment at Jashpur visited Ranchi, curious to
see how students were learning on Annie. He says the visiting teachers were
surprised to find that the kids were the ones teaching them everything about Annie,
instead of the teachers. One child even corrected a teacher when they went wrong,
saying, "<em>Arre yahan nahi hain games, mujhe do.</em>" (This isn't where the
games are, give it to me.) The child then directed the teacher to the game on
their Annie.</p> <p>We have since set up twenty Annie Smart Classes across India
and partnered to have Annies at inclusive schools across the world. In later
deployments, too, the attachment and affection children—and even
teachers—have for their Annie, treating it as a companion rather than simply
as a teacher or learning device, is one of our greatest achievements at Thinkerbell
Labs. The team recounts several incidents where children grew personally fond of
Annie. In the Government Blind School at Karimnagar, children who showed little
interest in sitting in class began asking to skip lunch breaks so they could
continue learning Braille on their Annies. At the Silver Linings School in
Chandigarh, a seemingly shy student soon could be heard cheerfully reciting the
alphabet with Annie's Letter Story. The children at Belaku Academy in Bangalore
hummed Annie's Alphabet Song even while they played outside the classroom.</p>
<p>To many children, Annie is not something but someone talking to and learning
with them. Dilip, our CTO, remembers an incident from Chantry Private Academy in
Luton, England. A student grew emotional when Annie politely pointed out an error
in his work. He was invested so quickly that the school wanted to have an Annie
for him immediately. During an exhibition of assistive technologies, one of the
visiting children from a school for the blind breezed through Annie's introductory
lesson on Braille typing, recollects Nandakrishnan, one of our business development
managers. When Annie's voice congratulated her for completing the lesson, she
leaned in and whispered, "Thank you, Annie."</p> <p>The fondness for Annie that
our team shares with the children isn't limited to their learning Braille. We
intend our work with Annie to demonstrate that the education, needs, and wants of
blind children are just as important as those of anyone else. Braille learning
can be state-of-the-art, it can be fun, and it can and should make a difference
in many lives.</p> <h3 id="annie-has-come-a-long-way-with-miles-to-go">Annie Has
Come a Long Way, with Miles to Go</h3> <p>Annie has helped hundreds of blind
children learn Braille reading, writing, and typing in schools across the world,
from India to the United Arab Emirates to the United Kingdom. It teaches through
interactive lessons across contracted and uncontracted Braille. Students have
enjoyed hours of multiplayer games. We think this is just the beginning. We dream
of taking Annie to more and more blind children everywhere, to reach the children
who would benefit most from everything the marvels of technology bring to Braille
learning.</p> <p>[PHOTO/CAPTION: Treva Olivero]</p> <h2 id="typing-an-essential-skill">Typing:
An Essential Skill</h2> <p>by Treva Olivero</p> <p><em>From the Editor: This
article is based on a workshop held at the NOPBC Conference during the 2020 NFB
National Convention. Treva Olivero is a teacher of blind students and serves as
president of the Northern Central Chapter of the NFB of Louisiana.</em></p>
<p>Typing, sometimes called keyboarding, is an essential skill. Everyone who uses
a computer for work or for school needs to know how to type. In this workshop I'm
going to talk about why typing is so important, and I'm going to review some typing
programs that are available to teach blind students.</p> <h3 id="the-importance-of-typing">The
Importance of Typing</h3> <p>I am not a speed demon when it comes to typing. Some
people out there can type more than two hundred words a minute, but that's not
me! However, even if you're not a fast typist, typing can help you be more efficient.
When you know the layout of the keyboard and understand where to place your fingers,
you don't have to hunt and peck. Touch typing, as it is called, is intended to
work nonvisually, whether the typist is blind or fully sighted.</p> <p>You may be
thinking: My blind child has a Braille device. Why does she need to learn to
type?</p> <p>Even if your child has a Braille device such as the Braillenote Touch,
typing is essential. The computer is the mainstream device that your child will
need in order to be productive in school and in the workplace. When I meet a new
blind student, parents often tell me, "My child needs to learn to use a screen
reader." The first question I ask is, "Does your child know how to type?" In order
to use a screen reader such as JAWS effectively, you have to be able to type
accurately. Braille is important, too, and it definitely has its uses in technology.
But I believe that typing is as important as Braille.</p> <p>Typing allows blind
students to use mainstream devices. They can use a laptop or desktop computer, or
they can connect a keyboard to a tablet. When I use my iPhone and type in text
messages, my keyboarding skills help me use the screen, even without a Braille
display.</p> <p>In touch typing, the typist always begins by placing the hands on
the row of keys known as the home keys. Every keyboard I've encountered has built-in
tactile indicators on the F and J keys on the home row. Those markers are there
to help typists—sighted and blind—position their hands correctly.
The keyboard doesn't require any special adaptations for a blind typist. In fact,
I highly discourage the use of large-print key caps or Braille stickers on the
keys. With practice, you'll remember where all of the keys are located.</p> <p>To
type efficiently you have to have the correct posture. You need to sit up straight.
Any typing instructor will strongly discourage a person with low vision from
leaning forward to try to look down at the keys. The whole idea behind touch typing
is for a person to type strictly by touch, learning where the keys are through
practice.</p> <h3 id="early-learning">Early Learning</h3> <p>Several software
programs work very well for teaching typing on laptop and desktop computers. Some
other programs out there may not work as well for blind and low-vision students.</p>
<p>When you teach typing, make sure the touch pad on your computer is turned off
or cover it with something such as a piece of cardboard. Adults can usually remember
to keep their wrist up so they don't touch the touch pad by accident, but kids
may not get the hang of that right away. Turning off the touch pad prevents kids
from writing text or giving commands on the computer accidentally.</p> <p>A great
thing about a lot of typing programs is that students can use them independently.
With so many schools operating online, now is a great time for students to work
on typing skills.</p> <p>You can start teaching the keyboard to children as young
as three years old. Sighted kids start learning to use a mouse when they're in
preschool and kindergarten. Blind kids need to start learning to type at the same
time sighted kids are learning to use a mouse.</p> <p>I recommend that children
achieve an accuracy level of 90 percent before they move on to the next level. I
try to get them to 20 words per minute before they move on. However, I feel that
accuracy is more important than speed. Whatever typing program you use, practice
is essential.</p> <h3 id="typing-programs">Typing Programs</h3> <p>Ballyland
Keyboarding</p> <p><a
href="https://www.sonokids.org/ballyland-early-learning/ballyland-keyboarding">https://www.sonokids.org/ballyland-early-learning/ballyland-keyboarding</a></p>
<p>One program I'm very excited about is called Ballyland. It's designed for
children to use with a laptop or desktop computer. Ballyland is produced by
Sonokids, and it teaches basic knowledge of the keyboard. It doesn't necessarily
help kids learn proper finger placement, but it's great if you want to get your
child started on the computer. To reinforce learning, each key makes a distinct
sound. The punctuation marks make animal sounds, and the letters make very
recognizable sounds from around the house.</p> <p>The Ballyland manual suggests
ways to use the program in order to teach various aspects of typing. The program
also includes keyboard commands for blind teachers. I've used it with JAWS, but
it's actually a self-voicing program, which means it has its own built-in voices.
If a computer is running a screen reader, Ballyland turns off the screen reader
voice. If you have a young blind child or a blind child with some additional
disabilities, this program can be a great introduction to the keyboard.</p>
<p>TypeAbility</p> <p><a
href="http://yesaccessible.com/typeability.html">yesaccessible.com/typeability.html</a></p>
<p>My favorite program to teach typing to older children and adults is called
TypeAbility, by YesAccessible. It uses the JAWS screen reader, and it's very easy
to use. Once I get them started, many of my students learn very independently with
this program. The program is a lot of fun. It gives great feedback to the kids;
for instance, when they do well it will say, "Fan-tabulous!" It's well-known for
its built-in jokes!</p> <p>TypeAbility builds upon things the student already
knows. For instance, it starts by teaching the function keys. The function keys
are then used to operate the program. Instructions might say, "Press f-1 twice to
hear a joke."</p> <p>TypeAbility includes ninety-eight lessons. It's very good
about teaching proper finger placement. Teachers can customize features such as
dictation tasks.</p> <p>One downside of TypeAbility is that it's not clear what
happens when a student doesn't finish a lesson. Another disadvantage is that it's
only for the PC. There isn't yet a version for the Mac.</p> <p>Typio Online</p>
<p><a
href="https://www.accessibyte.com/typio-online-page">https://www.accessibyte.com/typio-online-page</a></p>
<p>Another program I like is called Typio Online by Accessibyte. You can purchase
a 365-day license, but there's a two-week free trial. I haven't investigated this
program fully, but I like the idea that it can be used with a tablet, a PC, or a
Mac. Another plus is that the student simply logs into a website rather than
downloading a program onto the computer. Typio gives great audio feedback, and it
has good sounds. The program was created by teachers and meant for teaching
children. In Explore mode, the student can type on the keyboard, and it will
announce the name of each key.</p> <p>Talking Typer</p> <p><a
href="https://tech.aph.org/tt_info.htm">https://tech.aph.org/tt_info.htm</a></p>
<p>Talking Typer is a program from APH (American Printing House for the Blind).
This program is free if you use Quota Funds, which provide materials from APH to
school districts. Talking Typer works with the computer and also with the tablet.
A free beta version is available at typerbeta@aphtech.org.</p> <p>Talking Typer
is self-voicing, meaning that it does not work with JAWS. You have to turn off
your screen reader before you can get the program to start. You can control the
speed of the speech that gives the instructions. Talking Typer is very, very
repetitive! It's not super exciting, but it teaches students to type! One feature
is called Hurry Scurry, which helps students build up typing speed.</p> <p>Typing
Club</p> <p><a href="https://www.typingclub.com">https://www.typingclub.com</a></p>
<p>The last program I want to discuss is called Typing Club. A lot of schools use
it. Go to typingclub.com and sign up for free. A teacher can set up a profile for
a student who is blind or has low vision.</p> <p>Typing Club is a free program
that was designed originally for sighted students. Later the company made the
program accessible for blind students, too. Typing Club is accessed from the web,
so the student uses a browser. I find that it works best with Chrome. It works
well with JAWS, but it is self-voicing. The program recommends that you turn JAWS
off, but JAWS may help students work more independently.</p> <p>Typing Club gives
some audio feedback, but it's not very exciting. One nice thing about the program
is that it includes 684 lessons. There's a lot of opportunity for students to
practice!</p> <p>Now, does anyone have any questions?</p> <p><em>Diane:</em> I'm
teaching an eighth grader who uses a BrailleNote Touch. Should I teach typing on
a laptop?</p> <p><em>Treva:</em> Absolutely! The BrailleNote Touch is a wonderful
device, but for success in college and beyond, your student will need access to
mainstream programs. Blindness technology tends to be behind when it comes to
accessing recent versions of programs, even those that are most widely used. If
your student knows how to type and use a laptop, the screen reader is likely to
provide access, even if the blindness technology is not up-to-date. The BrailleNote
is kind of a sheltered place; it's comfortable and easy. With a laptop and screen
reader your student will be able to use programs and websites in the mainstream
environment.</p> <p><em>Jane:</em> When do you suggest students switch from
Brailling to typing their assignments? My daughter is in third grade, but she does
not use a computer yet.</p> <p><em>Treva:</em> Students should start submitting
assignments on the computer when they're comfortable with the screen reader and
with Word. They need to be able to open, edit, and save a document. Even after
they learn the position of all of the letters, they have to learn to use the screen
reading program to open, save, and close a document.</p> <p><em>Brittany:</em>
When is it best to start teaching typing?</p> <p><em>Treva:</em> As young as
possible! With the Ballyland program children can start to learn at three and up.
They may not yet have the motor skills, but they can start to develop keyboard
awareness. I've seen students who don't start typing until sixth, seventh, or
eighth grade, and they still become successful typists. So don't worry if you
didn't start earlier! Just start now!</p> <p><em>Casey:</em> I think it's safe to
point out that we start sighted kids typing in first and second grade.</p>
<p><em>Treva:</em> Yes. When sighted kids start, your child should start, too.</p>
<p><em>Alex:</em> Will learning to type confuse students who are also learning
the Braille code?</p> <p><em>Treva:</em> I don't think so.</p> <p><em>Casey:</em>
I teach both Braille and typing to my students. They're two different skills.
Students can distinguish clearly between the Braille code and typing on the
computer. The skills are separate enough that students don't get confused. They
get equally excited about learning both. They think it's fun when you teach them
something in Braille and then you say, "Now we're going to learn to write that on
the computer."</p> <p><em>Treva:</em> If you don't make a big deal out of the fact
that they're learning two different ways to write, they won't think it's anything
unusual. Just encourage them to learn, and you'll see the results.</p> <p><strong>GROWING
UP</strong></p> <p>[PHOTO/CAPTION: Karen Anderson]</p> <h2
id="yes-i-made-mistakes-and-i-lived-to-tell-about-it">Yes, I Made Mistakes, and
I Lived to Tell About It!</h2> <p>by Karen Anderson</p> <p><em>From the Editor:
This article is based on a presentation by Karen Anderson at the NOPBC board
meeting during the 2020 NFB National Convention. Karen Anderson serves as coordinator
of education programs at the NFB, including the BELL Academy<sup>®</sup>
(Braille Enrichment for Literacy and Learning).</em></p> <p>Hello, it's great to
spend some time with you parents. I get to spend a lot of time with your kids,
and you're their first and best teachers. Being here with you is awesome!</p>
<p>Failing out of college is the best thing that ever happened to me!</p> <p>That
sounds weird, I know. I'll explain why it's true.</p> <p>I grew up as a blind
child with a blind mother, so I had a lot of advantages. I learned Braille early;
my mother knew that was important. Both of my parents believed I could be successful.
I did pretty much all of the things sighted kids did. There's a story about how,
when I was three, my dad looked out the window and saw me climbing on the porch
railing to get onto the roof of our garage! He came and got me down, and we had
a discussion about why that wasn't a good idea—not that my three-year-old
mind grasped what he meant.</p> <p>Then there was the time when we went over to
my friend's house. My friend Nickie had just gotten a new gymnastics bar, which
was mounted in her room. I thought it looked like super fun! When we got home I
decided I was going to do gymnastics, but I was going to use our back porch railing,
which overlooked a concrete patio. I ended up at the hospital getting x-rays.</p>
<p>I was a typical kid with typical opportunities to have fun and play and sometimes
get hurt. But I also got the message that I shouldn't fail. I really couldn't make
mistakes. Sometimes that was because it was inconvenient for other people. At one
point I was trying to learn to ride a two-wheel bike. I was out on my grandparents'
farm—I grew up in Nebraska—and I was riding down the hill on a bike
that we were considering buying. I wasn't going very fast, but the front wheel of
my bike bumped into one of the poles of my aunt's tent. She was really frustrated!
The tent was fine, and the pole was fine—I didn't break it, but she was
really annoyed. I got the idea that when you're learning something new and you
make mistakes, it's inconvenient and frustrating for other people. The lesson was,
don't make mistakes.</p> <p>Sometimes I understood that making mistakes was not
only inconvenient to others, but it could be problematic for me. When I was twelve
I had O&M class every week. It was super fun! My travel teacher was showing
me how to get to places like the Texaco gas station by myself, and I could buy
snacks there. We went to the new shopping center where the Panera was. That was
super cool! I remember being really proud when my instructor said, "Okay, I think
you've got it. This is probably the last week we're going to do this."</p> <p>But
I remember the many times I made one mistake. I might cross the street just a
little bit crooked, or I would make one wrong turn, and my instructor would say,
"Okay, I guess we need to do this again next week."</p> <p>In some ways this was
fine with me, because it meant I got to go to the Texaco more often. Every time
I went I could buy more watermelon bubble gum! But that experience of having to
do everything perfectly wasn't teaching me how to make mistakes. It taught me that
failure was bad. Instead of working through it, you had to do it over again from
the beginning. I wasn't learning how to get lost and figure it out. I was learning
how to give up and start over from the beginning. If you couldn't start over, it
meant you just failed.</p> <p>I was good at a lot of things, or at least that's
what I was told. I got pretty good grades in school. I was a singer, and I sang
in my dad's band, which was a lot of fun. But a lot of people's response to the
things I did was, "She's blind! I couldn't do that if I was blind! She's amazing!"
I felt that if I failed, if I made mistakes, I would end up letting people down.</p>
<p>The summer between my junior and senior years of high school I went to the
WAGES program, which stands for Work and Gain Experiences. My counselor for the
blind and visually impaired had been trying to get me to go to this program for
several years. He finally convinced me that if I went I could get a job and earn
money. I was a teenager, old enough to find some appeal in spending time on a
college campus away from my dad, getting to eat in the college dining hall.</p>
<p>I knew there would be blind participants in the program—that was the
point! We were supposed to be gaining work experience as blind teens. But I didn't
realize I was going to have counselors who were blind. These were college age
kids, just a few years older than I was. In a lot of ways they had it much more
together than I did, even more than I thought was possible. Two of them had just
gotten married, and they walked from their apartment to the campus. And they walked
other places. It was just normal for them. These were some of the coolest people
I had ever met, and they wanted to be my friends—actual friends, the kind
of friends who kept in touch with you, even after the summer program was over.
That blew my mind!</p> <p>These guys were members of the National Federation of
the Blind. They were in the Federation, and they were cool, so I figured it was
worth checking out this organization. My friends pushed me to apply for a scholarship
through the NFB of Nebraska, and I won. That was pretty exciting to me! I attended
my first state convention because I was a scholarship winner. At the convention
one of my friends asked me to consider running to be the secretary of the Nebraska
Association of Blind Students, which was a division of the National Federation of
the Blind of Nebraska. This friend was on the Nebraska scholarship committee, so
I wasn't about to say no! I figured I'd serve for a year and then I could leave.</p>
<p>I was elected, and I started attending meetings and events. I started to think
that maybe the Federation had something to offer me. My friends pushed me to apply
for a National Federation of the Blind Scholarship. I won, and I got to attend my
first NFB National Convention in 2007. I realized that I had found people who
believed in me, who thought that I had potential—not potential because I
am blind, and not potential despite the fact that I'm blind. Blindness was just
part of the equation for them, it was just a characteristic. It was part of who
I was, but it didn't define what I could do. They saw that I could be someone—and
that was terrifying! I was terrified of making mistakes and letting down these
people who thought I could be something.</p> <p>For as long as I can remember I'd
had a plan. I was going to graduate from high school, I was going to go to college,
I was going to get a job, and some day I'd get married and have two point five
kids and a picket fence. There wasn't room in my plan for detours. My new blind
friends, those members of the Federation, encouraged me to get some training in
blindness skills between high school and college, but I didn't think I needed it.
I'd been told my whole life that I had the skills I needed. I was ready for college.
And that was the plan! If I deviated from that plan, it would mean I had failed,
and I couldn't do that.</p> <p>I got accepted into college, and I enrolled at the
University of Nebraska in Lincoln. Before my first semester started, my high school
O&M instructor showed me around the campus. It was a pretty big campus, but
she showed me how to get from my dorm to my classes. I could definitely get from
my dorm to my English class and back to my dorm. I could get from my dorm to my
sociology class and back to my dorm. And I could find the cafeteria. I figured I
was set. I didn't think through what would happen if I wanted to go somewhere else
after my English class, but everything was fine. It worked out.</p> <p>I did really
well during my first semester of college. My second semester I ended up having
classes in all of the same buildings I already knew how to get to. One could say
that was incredibly lucky, or one could say that possibly I looked for classes in
my major that I knew I could find. You decide which you believe.</p> <p>The summer
after my freshman year of college I was asked to go teach skills to blind teenagers
in a program similar to the one I had attended, though this one was out in Baltimore.
These kids weren't much younger than I was, and it was awesome to recognize that
I could have the same level of impact on them that my friends had had on me. Being
in Baltimore and working with other blind people, I started to realize that maybe
I didn't have all the skills I thought I had. Maybe I should consider training.
But no, no, I had a plan. Letting go of the plan would be failing.</p> <p>Back in
Nebraska for my third semester of college, most of my classes were in the same
buildings that I knew how to get to. I was in the same dorm, too, which was great.
That dorm also had the best cafeteria food! But I did have one class in a new
building. A friend and I had decided to take Chinese together. Fortunately we were
in the same class, and often we studied together before class started. She would
meet me at my dorm, and we'd walk to class together. It was interesting that if
she was sick and couldn't go to class, I was sick, too. I've never before or since
had a friend who was sick at exactly the same time as I was, on exactly the same
days. It couldn't have been that I didn't know how to get to class by myself and
didn't want to admit it! That would be failing!</p> <p>I did pretty well that
third semester. But then I got to my fourth semester, and every single class was
in a new and unfamiliar building. I had no idea what to do!</p> <p>I knew that
blind people figure out how to get wherever they want to go. But I didn't know
how to figure it out. I felt really, really stupid asking my classmates for
directions during my fourth semester! If I didn't look like I knew exactly what
I was doing, if I was out in the world making mistakes, I was going to let people
down.</p> <p>One day we were scheduled to watch a video in one of my classes. I
really didn't care about the video. Nobody would notice if I skipped one day of
class.</p> <p>Then I skipped another day. Then I skipped a week of classes. Then
I skipped a month of classes, and then I failed out of my sophomore year of
college.</p> <p>My dad was less than pleased. My rehabilitation counselor asked
me what came next. Okay, you did college. You didn't succeed. Now what?</p> <p>Well,
maybe it was time to try that training thing. What did I have to lose? All the
people I knew who had awesome skills had gone to the Louisiana Center for the
Blind. I submitted my application, got accepted, and got my state rehab agency to
pay for me to attend the program.</p> <p>That August my dad drove me down to
Ruston, Louisiana. He was not happy about doing it! It was a pretty silent drive,
which was really impressive, considering that it's a twelve-hour trip if you don't
get lost—and I like to talk. Picture twelve hours in a car with one other
person and nobody saying a word!</p> <p>I figured training would teach me the
skills I needed so that I wouldn't fail again or make mistakes. That is not what
happened, not even a little bit! I'm pretty sure I made more mistakes in training
than I had made in my entire life before. I remember getting lost on travel routes
and coming in so incredibly soaked with rain that I had to borrow another student's
extra clothes so I could throw mine in the dryer. I made a lot of mistakes! But
they helped me figure out that I was allowed to make mistakes. Making mistakes
didn't mean that I had let anyone down.</p> <p>I used my new skills when I went
back to college. I didn't feel that, because I had made a mistake, everything else
I did was worthless. I spent a lot of time learning a new city and now and then
getting lost. I knew I wasn't failing—at least, sometimes I knew. Sometimes
it's still really hard for me, but without training it would have been absolutely
impossible.</p> <p>One thing that was very helpful was recognizing that sighted
people make mistakes, too. Sighted people get lost and drop things and spill
things. As a blind person I can't look around and see that So-and-so just totally
face-planted into that pole over there! Pointing out some of those things can help
your kids feel less awkward about their own mistakes. You don't have to scream
out in the theater, "Oh my God! This woman in front of us just dropped her popcorn
all over the floor!" But you can lean over and whisper, "Guess what just happened!"
It might help your child feel a little less like they're on display all the
time.</p> <p>I love to bake, and I've gotten pretty good at it. But my last loaf
of sourdough bread was kind of flat. I don't know what went wrong, but I'll try
again and see if I can figure it out. I continue to make mistakes and grow through
the process.</p> <p>I want to leave you with this: Give your kids room to fail.
If they're not doing their homework, let them get a bad grade. We don't learn best
through our successes. We learn best by failing and figuring out how to do
better.</p> <p>[PHOTO/CAPTION: Karla Antonelli]</p> <p>[PHOTO/CAPTION: Anne
Steverson]</p> <h2 id="navigating-to-successful-transition-theres-an-app-for-that">Navigating
to Successful Transition: There's an App for That!</h2> <p>by Karla Antonelli and
Anne Steverson</p> <p><em>From the Editor: Blind and low-vision children are not
eligible for rehabilitation services until age fourteen, but the road toward
independence must begin far earlier. In this article, the authors describe the
development of an app that can help parents chart their children's progress and
guide them along the way.</em></p> <p><em>Authors’ Note:</em> The contents
of this report were developed under a grant from the US Department of Health and
Human Services, NIDILRR grant 90RT5040-01-00. However, these contents do not
necessarily represent the policy of the Department of Health and Human Services
and should not indicate endorsement by the federal government.</p> <p>It takes a
lot to navigate this big, wide world, and knowing where to get good information
and guidance for the journey can be a huge help. For any parent, having information
about their child's milestones and resources is key. This can be especially true
for the parents of a child who is blind or has low vision. Information comes from
many sources—doctors, schools, other families, and blind adults. In some
cases, however, these sources may be scarce or may not yet have the latest and
best information available. What is the solution?</p> <p>One new resource to help
meet this challenge is an informational app called 4to24. We developed the app
here at the National Research and Training Center on Blindness and Low Vision
(NRTC) at Mississippi State University. The idea grew from another popular resource
offered by the NRTC, the Transition Activity Calendar (TAC). The TAC offers
activities for young people to accomplish at particular times through middle and
high school in order to prepare for college. The 4to24 app greatly expands upon
this idea. It goes beyond strictly "transition" topics to include such areas as
academic progress, social skills, technology skills, and independent living
milestones—almost everything you need to know to become a successful,
independent adult.</p> <p>At the NRTC we believe that transition success starts
early. We created app content that parents can begin to use when their child is
four years old. It continues all the way through high school, college prep, college
or other training, and early career—all the way through age twenty-four.</p>
<p>What does the app provide over all that time? A team of knowledgeable writers
who are teachers and service providers created more than four hundred informational
modules on all kinds of topics like those mentioned above. That's enough to have
around two per month delivered over time, based on the child's age, grade level,
or progress in a particular topic area. To help us determine the best information
to include, we met with an advisory board that recommended topics to consider. We
also met in focus groups with parents of blind and low-vision youth to ask for
their input.</p> <p>Our meetings with parents focused on how parents received
information related to transition and transition planning, whether they felt they
received enough information, and which areas related to their child's development
were of greatest concern. Their concerns included helping their child develop
social skills such as communication and making friends, talking with their child
about puberty, and preparing their child for college. Concerns related to employment
included disclosure of blindness, self-advocacy, and accommodations. As a result,
we included modules about these topics in the app at varying skill or age-appropriate
levels.</p> <p>The focus groups highlighted the need for us to make sure the
information in the app is relevant to the family's or child's stage in life. We
created a benchmarking process to estimate the child's skill or experience level
in particular areas. This process helps determine which modules are most relevant
when parents start the app. Many children and young adults are at widely varied
levels in skill areas. Some may have amazing technology skills but need to work
on their travel skills. Others may be doing great in academic areas but could use
some focus on managing their daily schedules. Rather than using a one-level-fits-all
approach, the app includes a set of skills to check off when the user first creates
the app account. The app has an automated system that will take the completed
checklist and determine the user's starting point for the first module in each
topic area. It will then allow the user to progress from that point forward as he
or she uses the app.</p> <p>Now that we have good information to provide and can
start the user at a point appropriate for the child's skill level, how do the
modules work? Each module offers a brief description of a topic and explains why
it's important. (Why learn to pick out your own clothes, use PowerPoint, or learn
about bus routes?) The module then provides a list of activities the parent and
child can do to learn or practice skills. Finally it links to more resources and
information on the subject.</p> <p>Once finished with a module, the user marks it
as complete. Another module will be delivered to his or her app in the next day
or so. Families can track their progress over time and look back at areas they've
completed, or they can do a refresher on a topic at any point. When a new module
is available, users will receive a push notification to their phone as a reminder
to check in. Notifications can help keep them engaged.</p> <p>The 4to24 app isn't
a curriculum, and it doesn't replace school or services provided by teachers,
instructors, counselors, or mentors. Instead, it offers information about which
services and resources are out there, and it suggests what kinds of activities
and milestones are recommended at a given age or skill level. It offers parents
and youth some things they can do on their own or things they can talk about and
plan to work on with their school, teachers, counselors, instructors, or other
service providers.</p> <p>With some user testing done with parents and youth along
the way, we finished the first version of the app early in 2020. We then began a
six-month field test with parents and youth who used the app in real time and let
us know what they thought. We've received some great feedback, and we're working
on final edits before the app goes public. So far the overall response has been
quite positive.</p> <p>Parents who participated in the field test commented that
the information provided in the app was helpful and needed. One parent told us,
"I have a better understanding of how to help my daughter become more independent
as she ages. She can now order and pay for her own meals in a restaurant and is
so happy about being able to be independent when she goes to a restaurant with
her friends from her youth group." Another participant said, "Parents need this
information badly—there are so many parents who just don't know all the
hurdles for our kids and just hope the school is doing what it should be; sadly,
they aren't either sometimes."</p> <p>Parents also found the modules provided
opportunities to have conversations with their children and reinforce ideas
previously discussed. For instance, one parent commented, "I love that this app
helped provide activities and talking points with my child." When asked about what
was helpful, another parent said, "Self-determination and goal setting. It was
good for him to see another resource encouraging this."</p> <p>We expect the 4to24
app to be ready for public release early in 2021. Like all products created by
the NRTC under federal funding by the National Institute on Disability, Independent
Living, and Rehabilitation Research, it will be free of charge. The app will be
available to parents of youth ages four to twenty-four and to youth ages sixteen
to twenty-four. It will be available on iOS and Android native platforms for
smartphones and other devices, and as a web app for use on computers. We hope the
app will be a useful and timely resource for youth who are blind or have low vision
and for their parents, who are doing that whole life-navigating thing through
these interesting times.</p> <p>For more information about the 4to24 app or to
receive updates on this project, contact Karla Antonelli from the NRTC at <a
href="mailto:kantonelli@colled.msstate.edu">kantonelli@colled.msstate.edu</a>.
Correspondence concerning this article should be addressed to Karla Antonelli,
NRTC on Blindness and Low Vision, PO Box 6189, Mississippi State, MS 37962. Call
662-325-2001 or email <a
href="mailto:kantonelli@colled.msstate.edu">kantonelli@colled.msstate.edu</a>.</p>
<p><strong>MENTORING</strong></p> <p>[PHOTO/CAPTION: Maurice Peret]</p> <h2
id="mentoring-cultivates-and-nurtures-relationships-that-contribute-to-lifelong-learning-and-to-living-the-lives-we-want">Mentoring
Cultivates and Nurtures Relationships that Contribute to Lifelong Learning and to
Living the Lives We Want</h2> <p>by Maurice Peret</p> <p>Reprinted from <em>Braille
Monitor,</em> Volume 64, Number 1, January 2021</p> <p><em>From the Editor: In
the National Federation of the Blind we long have recognized that mentoring is a
key factor in the success of blind youth. Now a federal program under the Workforce
Innovation and Opportunity Act is developing and supporting mentorship programs
across the country. In this article Maurice Peret describes this mentorship
initiative and explains the key role played by the National Federation of the
Blind.</em></p> <p>The National Federation of the Blind Career Mentoring Program
is bounding into our third year of collaborative work with state agencies. The
program provides pre-employment transition services as outlined in the Workforce
Innovation and Opportunity Act signed into law by President Barack Obama in 2014.
These critical services are offered through the powerful vehicle of mentoring with
a positive philosophy of blindness that says that it is okay to be blind. It
highlights the necessity of mastery of essential alternative techniques of blindness,
facilitates learning how to cope gracefully and respectfully with the myriad public
misconceptions about blindness, demonstrates blending in equally with and rising
up to the high expectations of our sighted peers, and recognizes that giving back
to society serves as a quantifiable demonstration of the value of our contribution.
These are the foundational principles of our program. Several state agency directors
and administrators around our nation are taking advantage of this strategic
partnership with the NFB, and many are reaching out to replicate it in their
regions.</p> <h3 id="reaching-out-to-blind-youth">Reaching Out to Blind Youth</h3>
<p>To date, the NFB Career Mentoring Program has provided pre-employment transition
services and mentoring to some ninety-two transition-age youth from Maryland,
Mississippi, Nebraska, New Mexico, and Virginia. Seventy-five active mentors have
been integrated into the program, as well as three local coordinators who provided
support for various activities. These activities included personal interactions
through monthly mentee Zoom meetings and separately occurring mentor Zoom meetings.
Nine in-person and three virtual Career Quest retreats featured activities in
career exploration, work-based learning experiences, tours of college campuses,
and exposure to job readiness skills including nonvisual techniques for independence.
Self-advocacy skills were taught in conjunction with our annual Advocacy Day on
Capitol Hill in collaboration with the National Association of Blind Students and
NFB of Virginia's Project RISE.</p> <p>Several mentees have matriculated successfully
into postsecondary college and university programs. Others are actively pursuing
employment, and the balance are still enrolled in high school. We have held eight
Career Quest weekend retreats so far, with the number of transition youth participants
ranging from eight to twenty-four. Quarterly retreats were held in cities including
Pearl and Starkville, Mississippi; Omaha and Lincoln, Nebraska; and Baltimore,
Maryland. In fact, the program reaches virtually anywhere and everywhere.</p>
<p>These intensive weekend retreats focused on themes ranging from career exploration
to enrollment in postsecondary education and training opportunities. They incorporated
hands-on, work-based learning experiences that included:</p> <ul> <li><p>Basic
auto repair</p></li> <li><p>Business Enterprise Program</p></li> <li><p>Office
administration</p></li> <li><p>Residential and commercial facility management</p></li>
<li><p>Tandem bicycle assembly and maintenance</p></li> <li><p>Work in a taekwondo
studio</p></li> </ul> <h3 id="structure-of-the-program">Structure of the Program</h3>
<p>Our robust and innovative programming is delivered in three key ways. The first
and most important component of our Career Mentoring Program is our vast network
of blind adult role models that are matched with our mentees based upon common
career interests, educational pursuits or background, creative hobbies, and similar
experiences. As a nationwide membership organization that encompasses numerous
committees and divisions, we offer our young consumers access to state and national
leaders of blind students, state and national conferences and conventions, a vast
array of helpful resources to build a peer network, and a knowledge base for
collective problem solving and advocacy. It is our sincere belief that the mentoring
relationships that are cultivated and nurtured contribute substantively to lifelong
learning and toward helping our blind and low-vision consumers live the lives they
want.</p> <p>Largely because of our sustained engagement with these mentees beyond
the audio/video conferences, the impact of the program is readily observed from
the first weekend retreat until the present. In addition to learning through the
specific pre-employment transition services that transition consumers were offered
through the Zoom conferences, many developed new skills while traveling, some for
the first time ever, through an airport and on an airplane. Following discussions,
for example, at the "Take Charge of Your Voice and Your Choices" Career Quest
conference, mentees from Mississippi noticed and remarked on how they were treated
by the public in the form of an imposition of over-the-top assistance. This sparked
a lively conversation about self-advocacy during the monthly mentee Zoom meeting
the day after their return from the retreat.</p> <h3 id="monthly-conferences">Monthly
Conferences</h3> <p>The second component of our NFB Career Mentoring Program
consists of hosting monthly audio/video conferences. Using the Zoom platform, we
work on the development of specific employment transition skills with targeted
objectives. We use a combination of pre-recorded presentations, open-ended
questioning, knowledge-based assignments, and active engagement between the
coordinators and students. The following are examples of some of the audio/video
conferences.</p> <p><em>Five Phases of Project Development/Management</em></p>
<p>This session featured a recorded presentation from Nimer Jaber, a blind mentor
from California who works for the Google Corporation. He provided students with
a project management framework that they could use in pursuit of their vocational
and postsecondary pursuits. According to the Project Management Institute (PMI),
"Project management is the application of knowledge, skills, tools, and techniques
to a broad range of activities in order to meet the requirements of a particular
project." There are five phases of project management, and if the life cycle
provides a high-level view of the project, the phases are the roadmap to accomplishing
it. The five phases of project development/management are:</p> <ul>
<li><p>Initiation</p></li> <li><p>Planning</p></li> <li><p>Execution</p></li>
<li><p>Controlling</p></li> <li><p>Closing</p></li> </ul> <p>Mentees discussed
each phase and applied their ideas to their individual projects. For example, one
student related the project management structure to a final assignment in a physical
science class, due by the end of the summer. The assignment involved research and
a presentation on the COVID-19 pandemic. This student is pursuing her studies in
criminology forensics. Another mentee related the execution phase to distributing
tasks and roles in a team collaboration, dividing participants into workgroups
and organizing resources such as money, budget, and costs. She applied this to
her endeavor of writing a book.</p> <p><em>Taking Charge of Your Accommodations</em></p>
<p>This session on the importance of advocating for accommodations in high school
and college featured a recorded presentation from blind mentors Trisha Kulkarni,
president; and Elizabeth Rouse, member of the board of directors of the National
Association of Blind Students, a division of the National Federation of the Blind.
This presentation included short role-playing scenes that provided students with
techniques and strategies to self-advocate for appropriate accommodations. It also
showed students how to distinguish appropriate accommodations from unnecessary
special treatment in high school and college.</p> <p>A college student studying
to become a teacher found one of the scenarios quite relatable to her own school
situation. She described the career mentoring program as essential in filling the
gaps of support from her community and family. She found the mentors and coordinators
to be useful resources for answering questions and providing advice on how to deal
with critical life circumstances. Discussion questions included:</p> <ul> <li><p>Who
has participated in their Individualized Educational Plan (IEP) or Individualized
Plan for Employment (IPE)?</p></li> <li><p>Is telling your teacher or counselor
that someone else has an accommodation a good justification for you to receive
the same accommodation?</p></li> <li><p>How can you learn about what rights you
have?</p></li> <li><p>What is the difference between an accommodation, an alteration,
an exemption, and an exception?</p></li> </ul> <p>One student described how she
was exempted from taking an exam in elementary school because it was unavailable
in a format accessible to her. Were she confronted with a similar incident today,
this young woman said she would refuse this form of special treatment, recognizing
that she was being denied an important learning opportunity.</p> <p>Mentees
discussed the value of being an active participant in their own IEP and IPE meetings
and learned how to advocate effectively for reasonable college or other postsecondary
accommodations. Mentees were encouraged to describe specific accommodations or
tools that they planned to add or reinforce in their own IEPs or accommodation
meetings in the upcoming school year. They were asked to describe the strategies
they would use to advocate for these accommodations.</p> <p><em>Leadership Skills
Development in Pursuit of Educational and Career Goals</em></p> <p>Mentees applied
lessons in leadership development and workplace readiness training to their
identified academic and career goals. Discussion was based upon a published article
by Dr. Fredric K. Schroeder, a recognized leader in the field of education and
vocational rehabilitation of the blind, entitled "Nurture the Ability, Sustain
the Confidence."</p> <p><em>Getting the Inside Scoop; Turbocharge Your Career
through Job Shadowing</em></p> <p>After listening to a presentation on job shadowing
from Rasheta Bunting, a mentor from New York City, mentees discussed their past
job exploration counseling and work-based learning experiences. They identified
potential opportunities for job shadowing in line with their career goals. They
discussed essential elements that included preliminary research, preparing questions
ahead of time, dressing professionally according to the corporate culture, bringing
appropriate notetaking equipment such as Braille notetaking devices and refreshable
Braille displays, laptop or notebook, or portable recording devices. Legal and
courtesy considerations were discussed regarding the use of recording in a
professional environment. Consumers also discussed arranging optimal times for
both the person job shadowing and the person/persons being shadowed and the
importance of following up after the job-shadowing experience. This was emphasized
not only as a courtesy but also as a way of building one's network, which might
result in a positive professional reference.</p> <p><em>Building Confidence and
Doing Your Fair Share—The Real Reasons Blindness Skills Matter</em></p>
<p>After listening to an interview with Pam Allen, executive director of the
Louisiana Center for the Blind, consumers engaged adult students who were presently
in training in a discussion about the value of mastering blindness skills as they
relate to instruction in self-advocacy. Specifically highlighted were counseling
on opportunities for enrollment, workplace readiness training, blending into
society on terms of equality of expectations, giving back, and being comfortable
with their blindness. Students also learned how mastering blindness skills positively
contributes to their productivity as well as to how competent they are perceived
to be by others.</p> <p><em>Building Your Professional Portfolio—Student
Recommendation Letter Samples and Writing Tips</em></p> <p>After listening to a
pre-recorded presentation related to counseling on opportunities for enrollment
and workplace readiness training from Kimberly Scherbarth, a mentor from Nebraska,
consumers engaged in a discussion about letters of reference. The discussion
covered student recommendation letter samples, academic references, reference
lists, and writing tips. Students discussed why letters are important and how to
make the ask.</p> <h3 id="adapting-to-covid-19">Adapting to COVID-19</h3> <p>In
order to address effectively the impact of COVID-19 on the lives and learning
environments of the students, we were dynamic in restructuring the focus and format
of our Zoom conferences. During our monthly audio/video conferences we engaged
with the mentees to help them deal with the new reality of remote learning by
taking inventory of how they were accessing these educational tools and whether
accessibility barriers existed. We learned that most of our college-enrolled
mentees were accessing their coursework through the Canvas learning management
platform as well as the Zoom audio/video conferencing tool.</p> <p>Several mentees
referenced their struggle to focus on their academics during COVID-19. They were
encouraged to pace themselves and create a schedule for their daily tasks, including
tracking daily accomplishments using lists labeled Completed, In Progress, Deadlines,
and Challenges. Mentees also were encouraged to notify their mentors as well as
program coordinators if their grades became adversely affected by inaccessibility
due to COVID-19.</p> <p>Our local coordinators used the time prior to the Zoom
meetings to connect with each of the mentees to assess how they were coping with
interruptions in their educational programs and to help them implement strategies
to maintain a reasonable and practical momentum. In addition, we shared a free
download resource, the three-hour audiobook on Zoom, <em>Meet Me Accessibly—A
Guide to Zoom Cloud Meetings from a Blindness Perspective</em> by Jonathan Mosen.</p>
<h3 id="career-mentoring-retreats">Career Mentoring Retreats</h3> <p>The third
component of our NFB Career Mentoring Program consists of retreats that combine
several learning modules into chunks of interactive sessions over a weekend. These
sessions were previously held in-person, in-state at a local conference center.
However, as the proverbial saying goes, necessity is the mother of invention. Our
new reality has required us to develop virtual learning modules to approximate a
comparable level of engagement and learning that we would have achieved from the
in-person experience.</p> <p>An example of this is our fall 2020 Career Quest
retreat entitled "Self-Advocating on the Job and in Life." The retreat consisted
of virtual modules that engaged the students in group improvisational role-play
scenarios and debates. The retreat took a deep dive into self-advocacy and
self-determination. It featured a dynamic panel of young blind professionals and
involved discussion and completion of a work-values inventory, exploration of
career goals and planning next steps, and mentee journaling throughout the
weekend.</p> <h3 id="planning-ahead">Planning Ahead</h3> <p>Although present
circumstances have forced us to alter how we do our work, we have neither ceased
nor slowed down a bit. Since schools across the country were closed and instruction
moved into virtual learning platforms due to the COVID-19 pandemic, our blind and
low-vision students needed the support of blind mentors more than ever before.
Thankfully, our monthly mentee Zoom meetings had already been in place for some
time. We look forward to taking our programming to the next level in 2021. We plan
to maintain and nurture a momentum that we believe will continue to equip these
young blind and low-vision consumers with a competitive edge in education,
employment, and personal success and independence. We are ramping up our Zoom
learning platform, and we plan to expand our Career Quest retreats to additional
states, beginning with Illinois. We welcome all interested transition youth to
complete our online mentee application at <a
href="https://nfb.org/menteeapplication">https://nfb.org/menteeapplication</a>.
Also we are constantly in search of positive blind mentors. Candidates should
complete the online application at <a
href="https://nfb.org/mentorapplication">https://nfb.org/mentorapplication</a>.</p>
<p>Without the incalculable volunteer time and energy of our mentors, the NFB
Career Mentoring Program could not thrive. Additionally, a tremendous debt of
gratitude is owed to those who have served tirelessly as local coordinators: Ellana
Crew from Maryland, Chelsea Page and Carrie Johnson from Mississippi, and Shane
Buresh and Kelly Coleman from Nebraska.</p> <p>[PHOTO/CAPTION: Russell with the
board of the NFB of Missouri]</p> <h2 id="mentors-for-my-son">Mentors for My
Son</h2> <p>by Carla Keirns</p> <p><em>From the Editor: Carla Keirns is president
of the Missouri Parents of Blind Children. She serves on the board of the
NOPBC.</em></p> <p>My little boy was fourteen weeks old when the doctor told us
he was blind.</p> <p><em>Blind.</em></p> <p>It was Halloween. We had arranged to
see an eye doctor because both my husband and I had worn glasses as babies, mine
with cute silver frames, his with dark plastic. We thought our son might need eye
surgery, as two of his aunts had surgery when they were babies. But we were
completely unprepared to hear that our son was blind. We were also confused,
because clearly he had some sight. What he could see, we could not tell.</p> <p>The
next few weeks were a whirlwind of early intervention evaluations and meetings
with doctors and case managers. We lived in New York at the time, so we met with
the children's specialist for our region from the New York State Commission for
the Blind. He was full of information about assistive technology, working with
schools, summer camps, and the importance of social skills training.</p> <p>One
Sunday afternoon a few weeks later, we made our way to a neighborhood library and
met David Stayer, a social worker who was blind from birth, and the rest of the
NFB of Greater Long Island. We explained that we were new to blindness. As sighted
parents we were eager to find help for our son, but we didn't know what he would
need.</p> <p>David said, "Your children are <em>our</em> children. We know. Don't
worry about that."</p> <p>My heart melted.</p> <p>Russell is seven now, and I have
seen David's promise in action again and again in working with NFB. Russell was
voted into our local NFB chapter this spring, and he was excited to receive his
membership coin. He loves that he has friends in the NFB and so many aunts and
uncles to help show him the way. We have been to BELL Academy in St. Louis for
two summers, and last summer we participated in BELL At Home Edition. Russell
lists "my blind friends" among his most important people.</p> <p>In St. Louis
Russell learned to take public transportation from his teachers on their way to
get a special tactile tour of the museum under the Gateway Arch. He has seen films
with audio description. He has learned to love Braille. When he was asked to spell
the word "mother" last week, he insisted he wanted to spell it in Braille. The
teacher didn't know that he was sneaking in a dot-5 m contraction because he wasn't
quite sure how to spell the word out.</p> <p>I have been to Washington, DC; Albany,
New York; and Jefferson City, Missouri, with NFB, and I have learned so much about
how to change laws and policy. Russell came to Albany when he was twenty months
old in the tiniest blue blazer you've ever seen, accessorized with a sippy cup.
He is looking forward to a chance to go to Jefferson City with us soon.</p> <p>I
have learned a lot about law and advocacy in relation to special education,
disability services, accessible transportation, and dozens of other topics that
are crucial for Russell to develop to his potential. I first learned about many
of the challenges we face from NFB and NOPBC trainings, leaders, publications,
and Facebook groups. I never would have known to ask how the school was going to
get my son's textbooks in Braille if I hadn't read about the struggles of other
families. When I needed to know how to get sheet music in large print for my
budding piano player, I posted my question to the NOPBC Facebook group. Within a
few hours I had a dozen options.</p> <p>I keep telling my sighted friends that
Russell can do anything he wants to do except fly a plane. And our blind friends
keep reminding us that you can fly by using instruments.</p> <p>We look forward
to seeing Russell grow up in the Federation. The way to a mother's heart is through
her children. And you have earned the way to mine.</p> <p><strong>STEM</strong></p>
<p>[PHOTO/CAPTION: Gallery view of a Zoom meeting, showing members of the AIM
team]</p> <p>[PHOTO/CAPTION: Hands examine a raised-line diagram.]</p> <h2
id="two-milestones-reached-at-aim-conference-on-automated-nemeth-braille-translation">Two
Milestones Reached at AIM Conference On Automated Nemeth Braille Translation</h2>
<p>by Al Maneki</p> <p><em>From the Editor: Al Maneki is a mathematician who is
deeply committed to enhancing access to mathematics education for blind students.
His article "Math that Feels Good: Enabling Sighted and Blind People to Share the
Mathematical Experience" appeared in the Summer 2020 issue of</em> Future
Reflections<em>. In that article he explained how a team of mathematicians launched
an effort to develop automatic translation of mathematics materials into Nemeth
Code. In this article he updates our readers on some exciting new developments.</em></p>
<p><em>Author's Note:</em> I wish to acknowledge the valuable assistance of my
fellow team member Karen Herstein, who verified most of the facts and citations
given here. I want to thank all of the participants at the AIM Workshop on Automated
Nemeth Braille Translation for reviewing the first draft of this article and making
suggestions and corrections. In writing this article, I relied heavily on the
workshop summary that was prepared by Alexei Kolesnikov. I assume full responsibility
for any errors, misrepresentations, and oversights.</p> <h3 id="introduction">Introduction</h3>
<p>In 2019 the Automated Nemeth Translation Team (ANTT) applied to hold a workshop
at the American Institute of Mathematics (AIM). AIM hosts workshops in all areas
of mathematics, including mathematics education and accessibility in mathematics.
One of six institutes sponsored by the National Science Foundation, AIM fully
funds all costs associated with the workshop. The goal of our team's workshop was
to bring together software developers, mathematicians, and blind consumers to
advance our expertise in automated Nemeth translation of mathematics text. Workshop
proposals were evaluated by an external advisory committee and were funded on a
competitive basis. Fortunately, our proposal was selected based on merit and the
qualifications of our team members. This workshop was held from August 3 to August
7, 2020.</p> <p>The purpose of the workshop was to expand the availability of
mathematics textbooks in Braille to students and professionals who are blind or
have low vision. The goal was to develop a user-friendly software workflow using
open-source software to translate mathematical texts automatically, or nearly
automatically. Volker Sorge further suggests, "An important goal of our work is
also to provide the means of translating content into Nemeth to blind users
directly, which will give them greater independence from publishers or transcribers.
It will also empower blind students and researchers to get real time access to
material given to them by their professors and peers."</p> <p>This was the first
AIM workshop to run virtually after the closure necessitated by COVID-19. The
organizers are grateful to AIM staff for thinking through the logistics of such
meetings. Due to differences in time zones (the participants on the West Coast of
the United States were separated by nine time zones from the participants in
Europe), the daily meeting period of the workshop was somewhat reduced compared
to the usual AIM workshop.</p> <p>The workshop participants were selected from a
list of respondents to our open invitation that was included in the public
announcement when our workshop proposal was selected. They came from various parts
of the US and Europe and brought a wide variety of skills, backgrounds, and insights
to the solution of this problem. What was most important was that none of us held
particular biases about the difficulties and challenges of this problem. We came
to the workshop with open minds and positive attitudes. Although this workshop
did not solve the problem of automated Nemeth translation completely, we can cite
two major accomplishments.</p> <ul> <li><p>The development of a framework and
methodology for producing automated, properly scaled tactile graphics with properly
placed Braille labels.</p></li> <li><p>The identification of shortcomings in the
Nemeth Braille Code. Some symbols and conventions currently used in mathematics
do not have Nemeth equivalents.</p></li> </ul> <p>A gentle warning: As you read
this article please do not be discouraged by unfamiliar terms such as LaTeX, TikZ,
SVG, and MathML. A familiarity with these terms is not critical for you to grasp
the significance of this work. I have included them to convey the level of technical
detail that was needed to solve the problems of automated Nemeth translation.
Frankly, many of the technical details involved here are also beyond my
comprehension.</p> <p>The support and commitment we have received from the general
mathematics community is unprecedented. At the same time, let us not forget that
we, the blind community, were able to harness and use this support to our advantage
because we were ready when the opportunity presented itself. For a long time we
have been articulating the need for automated Nemeth translation. We laid the
groundwork for external cooperative efforts when this help was forthcoming. The
work could not have taken place without the leadership and direction of the National
Federation of the Blind and the NFB Jernigan Institute.</p> <h3
id="workshop-participants">Workshop Participants</h3> <p>Before reviewing the two
milestones listed above, we need to introduce the participants and to review the
subject matter of the workshop itself.</p> <p>Sixteen persons took part in this
workshop. Rob Beezer, Karen Herstein, Alexei Kolesnikov, Martha Siegel, Volker
Sorge, and I were members of the original team. I'd like to share a bit of background
about the other team members.</p> <p><em>Michael Cantino, accessibility specialist,
Portland Community College, Portland, Oregon.</em> Michael is a certified transcriber
of literary Braille, and he has completed the NFB’s course for Nemeth
Braille certification. He is passionate about tactile graphics, and he has worked
with 3D printers, vinyl cutters, laser cutters, and other advanced production
methods.</p> <p><em>David Cervone, professor of mathematics, Union College,
Schenectady, New York.</em> David is the primary author of MathJax, a program that
has always made accessibility a priority.</p> <p><em>John Gardner, formerly
professor of physics, Oregon State University, Corvallis, Oregon.</em> John became
totally blind after an eye operation in 1988. He continued to teach, but he no
longer could evaluate the data from experiments. To overcome this problem he
established a university team to research methods for better accessibility to
graphical information. In 1996 his team developed and patented a high-resolution
embossing technology. The ViewPlus Tiger Advantage embosser, built on a dot matrix
printer, was released in 2000.</p> <p><em>Chris Hughes, staff tutor, Faculty of
Science, Technology, Engineering and Mathematics, Open University, Milton Keynes,
England.</em> Chris serves as accessibility lead for maths and stats at The Open
University. He is eager to learn more about converting mathematical content into
Braille.</p> <p><em>Alex Jordan, professor of mathematics, Portland Community
College, Portland, Oregon.</em> Alex is a contributor to PreTeXt development. He
has been involved with several PreTeXt books as author, coauthor, or editor. He
brings concern for accessibility issues to several projects, including PreTeXt,
WeBWorK (an open online homework platform), and miscellaneous issues as they arise
in his department.</p> <p><em>Mitch Keller, assistant professor of mathematics,
Morningside College, Sioux City, Iowa.</em> Mitch wrote the open-source text
<em>Applied Combinatorics</em> with his PhD advisor, William T. Trotter. His
interest in the AIM workshop stems from a desire to further enhance the quality
of open-source math textbooks, particularly those authored in PreTeXt. The PreTeXt
HTML is designed to be accessible to screenreader users, but he knows that Braille
and tactile graphics can provide a better reading and learning experience for
blind readers.</p> <p><em>Peter Krautzberger is a mathematician by training who
works as an independent consultant and developer in Bonn, Germany.</em> He works
to help academic publishers improve their content conversion workflows for STEM
content. Peter managed the MathJax Consortium from 2012 to 2017, and he currently
leads the work on the American Mathematical Society's HTML platform, including
"MathViewer" for journal articles and EPUB production for textbooks and monographs.
He is an invited expert with the W3C Accessible Rich Internet Applications Working
Group (ARIA WG).</p> <p><em>Oscar Levin,</em> a<em>ssociate professor of mathematics,
University of Northern Colorado, Greeley, Colorado.</em> Oscar is one of the
authors of an open source textbook in PreTeXt (<em>Discrete Mathematics: an Open
Introduction)</em>, and he is an occasional contributor to PreTeXt development.</p>
<p><em>Michael Reynolds, associate professor of mathematics, Indian River State
College, Stuart, Florida.</em> Michael is very interested in making all mathematics
materials accessible to all learners and all readers. His research areas are the
history of mathematics, mathematics education (particularly math anxiety), and
graph theory. He had had no experience with Braille or blind learners, but he
found the AIM workshop fascinating, both because of the complexity of the processes
involved and because of the important issues of equity and accessibility.</p>
<p><em>Richard Scalzo, US government, retired.</em> In the mid 1960s Richard was
active in reading mathematics textbooks and research papers to blind students at
Illinois Institute of Technology. Richard's interest in automated Nemeth translation
and the production of automated tactile graphics was stimulated in 2010 when he
and I began to read and discuss <em>Foundations of Geometry</em> by Gerard Venema.
Karen Herstein was asked to reproduce the diagrams in Venema's book in tactile
form. She first traced the diagrams with a needlepoint tracing wheel. These diagrams
had to be constructed in "reverse order," since the raised lines appear on the
reverse side of the paper. Braille labels were then affixed in their proper
positions. This exercise brought back our painful memories of creating and
comprehending very complex mathematical diagrams. We groaned in agony, "There must
be a better way!"</p> <p>As we planned this workshop, Martha Siegel encouraged us
to invite persons who did not necessarily have relevant backgrounds or expertise
in Nemeth translation, but who could view these problems with fresh insights and
contribute with truly original solutions. "We don't want to be talking to ourselves
in this workshop," she cautioned. Considering the backgrounds of these ten
participants, we have followed Siegel's advice.</p> <p>It is worth noting that
none of the workshop participants were intimidated by Braille. They did not view
Braille as a mysterious system of writing that was difficult to learn and inconvenient
to use, criticisms that we have heard from many professionals in work with the
blind. Ignoring the need to sensitize the fingers to recognize Braille characters,
they took Braille for what it really is, just another programming language with
its well-defined rules for constructing meaningful sequences of 6 dot characters.</p>
<h3 id="workshop-activities">Workshop Activities</h3> <p>AIM workshops generally
consist of lectures to the entire group to provide relevant background information,
followed by smaller breakout sessions in which participants may focus on specific
problem areas. Martha Siegel advised the lecturers to start with the most basic
information, since most of the participants were not familiar with PreTeXt or
automated Nemeth translation. We will summarize the general lectures and the work
of the breakout sessions.</p> <h3 id="background-lectures">Background Lectures</h3>
<p>Rob Beezer introduced us to his PreTeXt authoring tool and pointed out its
advantages over the many versions of LaTeX currently in use. PreTeXt is ideally
suited for Braille translation when used in combination with Liblouis and Volker
Sorge's Speech Rule Engine (SRE).</p> <p>John Gardner stressed the importance of
audio tactile graphics, since very few blind people are competent Braille readers.
His company, ViewPlus, has developed IVEO, audio-tactile graphics software in
which enriched SVG files can be embossed and then placed on a touchscreen. After
simple calibrations, the associated text is read by a screen reader as the user
touches the various graphic elements.</p> <p>Volker Sorge presented an overview
of his SRE that was initially built to produce spoken math output through a screen
reader. The input to SRE is the math content of MathJax, an open-source JavaScript
display engine for use with LaTeX, MathML, and AsciiMath notations. Instead of
writing a separate rule engine for Nemeth output, Sorge decided to incorporate
Nemeth output into his SRE.</p> <p>Alexei Kolesnikov spoke to us about his work
on automatically scaling print diagrams to fit on an individual Braille page.
Proportional scaling of an entire diagram may be sufficient to provide the blind
reader with comprehensible tactile graphics in the simpler cases. This turned out
to be true for the embossed diagrams I examined before and during the workshop.
However, for more complex diagrams, more sophisticated scaling and positioning of
the labels will be needed.</p> <p>Susan Osterhaus, a statewide mathematics consultant
and a long-time math teacher at the Texas School for the Blind and Visually
Impaired, was a guest lecturer. She serves on the Nemeth Code Technical Committee
and Tactile Graphics Technical Committee of the Braille Authority of North America
(BANA). She spoke to us about forthcoming updates that BANA plans to make to the
Nemeth Braille code. She invited us to submit our recommendations to BANA.</p>
<p>Jonathan Godfrey, an invited lecturer, received his PhD in Statistics from
Massey University, New Zealand. He created and maintains the Braille R statistical
package. The R package is a complete and powerful set of general statistical
routines that can be used in many applications. His discussion served as the basis
for developing navigation-enriched diagrams for files produced by other scientific
software.</p> <h3 id="breakout-sessions">Breakout Sessions</h3> <p>Our breakout
sessions focused on much more than tactile graphics and Nemeth translation. There
was considerable interest in producing audio-described graphics as proposed by
John Gardner. There was also discussion about providing advice to authors on
creating easily enlargeable print graphic images that can be converted into tactile
form.</p> <p><em>Tactile Graphics:</em> Producing raised versions of print graphs
and diagrams is a difficult problem because tactile legibility and print legibility
are quite different. A way to automatically convert diagrams written in the LaTeX
package TikZ (pronounced tik-zee) to a PDF file with Braille labels was known
before the workshop began. However, due to the shortcomings found in this conversion
and the inherent limitations of the PDF file format, we knew that we needed to
turn to a different file structure.</p> <p>The participants outlined a way to
convert from a TikZ to a more versatile SVG file format with Braille labels. A
sample SVG file was tested on an embosser and its output was satisfactory. However,
shortcomings were also identified for the conversion of other SVG files. This
group continues its work on SVG file conversion.</p> <p><em>Audio Description of
Graphics:</em> The capability to produce an SVG file with Braille labels from a
TikZ file was further enhanced during this workshop when we developed the ability
to navigate through an SVG file with a screen reader. The navigation can allow a
user interacting with an image on a computer screen to move between different
components of the image. This technology can further be integrated with audio-tactile
graphics software, IVEO.</p> <p><em>Chemistry Diagram Demonstration:</em> Accessible
chemistry diagrams developed by Progressive Accessibility Solutions were demonstrated
in another breakout session. Enriched SVG files allow the user to navigate around
the skeletal formulas of molecules, from group level to individual atoms and the
bonds between them. Similar technology is available for navigating complex
mathematics formulas.</p> <p><em>Advice for Authors:</em> A group of participants
met to discuss the advice that could be given to authors to design graphics that
would be more comprehensible to blind readers upon initial translation. Conceivably,
properly designed graphics should have a simpler appearance and be more appealing
and comprehensible to the sighted reader as well. This group has also compiled a
list of previously developed documents (including those produced by Benetech and
BANA) containing graphics guidelines. The advice for mathematical graphics includes
general design principles as well as specifics such as spacing guidelines for
graphics elements. An understanding of these guidelines should help us develop
more effective programming rules to produce more comprehensible tactile graphics.</p>
<p><em>Nemeth Braille Code:</em> On our work with the SRE we found that there are
no Nemeth equivalents for some symbols in common usage today. For example, there
are no Nemeth code representations for blackboard-bold and calligraphic fonts,
for the equals sign with a vertical bar on the left, for the hyphen with a vertical
bar on the left, or for the letter x with a vertical bar on the right. These are
commonly used mathematical symbols that did not exist in 1972, the last time
revisions were made to the Nemeth Braille Code. Nemeth rules describe how to
transcribe complicated fractions and large matrices. Similar guidelines are needed
for other 2-dimensional mathematical expressions that frequently occur in
undergraduate texts, such as commutative diagrams and logical inference rules.</p>
<h3 id="workshop-perspectives">Workshop Perspectives</h3> <p>There is much cause
for joy when we reflect on the many accomplishments of this workshop. Primarily,
we got away from the mindset that automated Nemeth Braille translation and the
production of comprehensible tactile diagrams were the most difficult problems.
This idea has been so ingrained in our thinking that it simply stymied us from
making any progress at all. However, among the new participants, there was never
the thought that these problems were unsolvable.</p> <p>From my years of academic
and government problem solving, I have learned that solutions are difficult to
come by if we first decide that a problem is hard. When we examine a problem, it
is always best to take a first step toward a solution to see if a fresh perspective
or further insights can be gained.</p> <p>During our first session, as we introduced
ourselves, Martha Siegel and Alexei Kolesnikov admitted that Braille translation
turned out to be more difficult than they originally thought. Siegel and Kolesnikov
are experienced researchers in their own right, and they never let negativity
creep into their modes of thinking. All of the workshop participants followed
their lead of thinking positively.</p> <p>We did not solve all of the problems
related to automated translation. However, the two milestones mentioned in the
introduction deserve further elaboration.</p> <p>We developed a framework and
methodology for producing comprehensible tactile graphics. The ability to produce
enlarged graphics with Braille labels will soon be solved. However, this ability
alone is not sufficient for producing comprehensible tactile graphics for more
complicated print diagrams. What is needed is an enlargement in which more space
is allotted to the most critical portions of a diagram, i.e., "spreading out" the
more intricate parts to increase comprehensibility. In some cases, this may mean
that portions of a diagram have to be discarded to simplify the graphic. These
elements may be reintroduced in a later diagram. How this is to be automated is
not yet completely understood. Perhaps with experience, and by examining the
guidelines of the Benetech and BANA documents, we may be able to develop program
coding rules to accomplish these tasks. Karen Herstein suggested that one possibility
is to consider the strategy employed in designing street maps in which the more
detailed sections are enlarged to show complex street patterns more clearly.</p>
<p>In his review of the first draft of this article, Richard Scalzo makes a further
suggestion. "Even with fully automated translation from text formats, there will
be maintenance issues. These issues include incorporating new text and graphics
formats and extending Nemeth Braille to include new symbols. The question of
automating the labeling of graphics with Braille is one of the long-term issues.
Enabling the automated labeling of graphics files may require modification of
standards for graphics file formats. So, at some point in the future, the project
should investigate gaining support for enabling the automated labeling of graphics
files."</p> <p>We were presented with a list of all of the symbols and notations
used in the abstract algebra textbook by Thomas Judson and in the calculus textbook
that is being used at the University of Nebraska, Lincoln. From these two lists,
we identified the symbols that have no Nemeth equivalents. These symbols have
already been submitted to BANA for inclusion in the forthcoming revisions to the
Nemeth Code.</p> <p>Our work of automatically translating the Judson textbook
remains largely unfinished. I am hopeful that we will soon be able to make
considerable progress on it because of the progress that the workshop has made on
tactile graphics and because of the enhancements to the Nemeth Braille code. Rob
Beezer will also be writing an article for this publication on PreTeXt, in which
he will describe the success he has had in producing a Braille calculus textbook
for a college student in Nebraska.</p> <p>Although this workshop did not necessarily
have audio tactile graphics under its purview, it seemed rather natural for us to
take up this topic. We live in a multimedia world, and we should seize every
advantage that multimedia offers us. At this time, however, I should point out
that in so many mathematical instances, there is no substitute for Braille. Often
in a mathematical diagram, points are labeled with letters or numbers. The best
an audio description can give you is the label for that point. However, what is
important about a diagram may be the paths and connections between points. The
reader examines these possible paths, and for whatever reason, decides which paths
are most significant.</p> <p>Here is a classic example from high school geometry.
Starting from an arbitrary triangle one constructs a set of line segments relating
to this triangle. In this way, we define a set of nine points. By examining these
nine points, i.e., running one's fingers from one point to the next, one may
conclude that these nine points lie on a circle. In my case, as I lacked sufficient
geometric intuition, the circularity of these nine points was explained to me.
The circle formed by these points is known as the Feuerbach Nine-Point circle.
For a description, see the article <a
href="https://en.m.wikipedia.org/wiki/Nine-point_circle">https://en.m.wikipedia.org/wiki/Nine-point_circle</a>.</p>
<p>We did not have time to investigate the use of 3-D printers to construct tactile
diagrams. I believe that the advantage of using 3-D printers is their ability to
produce solid raised lines as well as dotted lines. Also, they offer a greater
variety of textured surfaces.</p> <p>With regard to automated Nemeth translation,
where do we stand today? I think that in the very near future, given a textbook
written in PreTeXt, it will be possible to produce separate BRF files for the text
itself and SVG files for the diagrams. These diagrams may be of limited use because
they will not be "smartly" scaled. However, having these diagrams in tactile form
may be better than having no diagrams at all.</p> <h3 id="conclusion">Conclusion</h3>
<p>I am intrigued by Volker Sorge's suggestion that our automated Nemeth translation
software should provide blind persons with the means of translating their own
content into Nemeth. This means that blind users will have to acquire the additional
skill of writing PreTeXt code. This is not an unreasonable demand. It also suggests
the possible need for a reverse Nemeth to PreTeXt translator.</p> <p>The automated
translation to Nemeth Braille, including tactile diagrams, is a huge challenge.
While we have made a start at this workshop, this work is by no means complete.
Even when we have arrived at a solution, I think we will find certain aspects of
that solution to be unsatisfactory. We will be forced to make improvements and
refinements, leading to better solutions. The persons involved in this work will
not be limited to those who took part in this workshop. There is still enormous
opportunity and need for others to help in this effort. Anyone who is interested
may feel free to contact me. We can make all of the workshop documents available
to you.</p> <p>Additional help is needed! Please contact me if you are:</p> <ul>
<li><p>A blind college student planning to take a math course</p></li> <li><p>A
college-level math instructor anticipating a blind student in one of your
courses</p></li> <li><p>A staff member at a disabled students services office
assisting a blind student with a math course.</p></li> </ul> <p>While we might
not currently be able to render all of the assistance you need, we would like to
discuss your situation in order to understand the future needs for our Nemeth
translation software.</p> <p>For blind students studying mathematics and the other
STEM subjects, the future has never been brighter. My modest accomplishments in
the mathematical sciences will pale in comparison to what future blind scholars
and scientists may achieve. So be it!</p> <p>With questions or ideas, you may
contact Al Maneki at <a href="mailto:apmaneki@gmail.com">apmaneki@gmail.com</a>.</p>
<p>[PHOTO/CAPTION: Ashley Neybert]</p> <h2
id="remote-science-learning-advancements-for-the-blind">Remote Science Learning
Advancements for the Blind</h2> <p>by Ashley Neybert</p> <p>Reprinted from
<em>Braille Monitor,</em> Volume 64, Number 1, January 2021</p> <p><em>From the
Editor: Ashley Neybert is a student who enjoys the study of chemistry. In the
National Federation of the Blind one of her missions is to encourage other blind
people to enter the field. In this article she writes about the challenges of
virtual learning for the blind chemist and describes some paths to a solution.</em></p>
<p>The National Federation of the Blind has been at the forefront of leveling the
playing field for the blind in science through programs such as STEM-EQ, the
Science and Engineering Division, and several scholarships for blind students
seeking careers in the sciences. We appreciate the pioneering spirit of those who
have come before us and who now are blind chemists and members of the Federation.
Their proud ranks include Dr. Jacob Bolotin, also known as the blind doctor; Dr.
Cary Supalo; Dr. Ned Lindholm; and Dr. Alfred D'Agastino. I suspect there are
others. All have made a measurable contribution to blind people as scientists by
functioning in the field and by encouraging others who have the determination to
do the same.</p> <p>As the coronavirus continues to keep us in our homes and to
keep us socially distant, many blind students face a brand-new challenge in science.
That challenge is remote learning. Since the pandemic began, sighted students have
turned to inaccessible web-based science simulations, nondescriptive or even silent
videos, and in-the-home designed laboratory activities using household materials.
These are all largely inaccessible, leaving blind students behind their sighted
counterparts in terms of their science learning experiences.</p> <p>Our students
want to be involved and not to be consigned once again to the back seat of science
learning that we have worked so hard to escape. However, many of our traditional
learning methods in the sciences are difficult to access during this time. Many
teachers have turned to inaccessible videos. Luckier students have teachers that
use some accessible science simulations such as Labster or PhET, two of the
web-based science resources widely used around the world. Recently these companies
have made a concerted effort to make their online science simulations more accessible
to blind students. In addition, a few students have been lucky enough to get
accessible at-home science experiments to complete. Unfortunately, all of these
opportunities pale by comparison to a true hands-on laboratory experience.</p>
<p>Recently, though, the opportunity for blind students to have an improved remote
laboratory experience has arrived. In order to achieve this experience, the teacher
must have a computer with the JAWS screen reader from Vispero installed, including
an external speaker; a Sci-Voice Talking LabQuest from Independence Science with
associated probes; any necessary experimental equipment, such as beakers; and the
LabQuest Viewer program from Vernier Software and Technology. The student needs
only a computer with the JAWS screen reader installed.</p> <p>First a teacher in
a laboratory or other experimental area will turn on the LabQuest Viewer software
while JAWS is running on their computer. The teacher needs to have the Talking
LabQuest, probes for the experiment, and any other necessary experimental equipment.
The Talking LabQuest will be interfaced with the LabQuest Viewer program on the
teacher's computer. The LabQuest Viewer shows everything that is shown on the
Talking LabQuest device on the teacher's computer. The teacher then allows access
to their computer via a JAWS Tandem session and gives the student the access code
for their end of the JAWS Tandem session. Once this is done the student assumes
a directed assistant approach where they tell the teacher what they want done on
the experiment. The student operates the Talking LabQuest using the same keyboard
commands that they would use if they were doing the laboratory work themselves.</p>
<p>Not only is this system useful in remote learning situations, but it also opens
up possibilities for blind students to interact with advanced technology that is
not available in the school setting. For several years it has been common practice
for sighted students to interface with equipment remotely in a professional
laboratory environment. This system provides students with a glimpse into a
professional environment while allowing companies to scout bright students to
become their future employees. With this new capability for remote learning, a
blind student can now take part in such job scouting activities. This technology
can further prove to the public that the blind can be effective science employees
while allowing students in economically challenged school districts to work with
equipment that previously was not available.</p> <p>While this system does not
replace the hands-on experience, it is a huge step forward toward equalizing the
field of science for blind participants. While the author of this article is an
employee of Independence Science, she is also a blind chemist herself and has
hopes that this leap forward will inspire other companies to make their equipment
more accessible to the blind.</p> <p><strong>MUSIC AND ART</strong></p>
<p>[PHOTO/CAPTION: Leslie Hamric plays her cello.]</p> <p>[PHOTO/CAPTION: Julia
LaGrand holds her violin.]</p> <h2 id="all-things-strings">All Things Strings</h2>
<p>An Interview with Leslie Hamric and Julia LaGrand</p> <p><em>From the Editor:
This article is based on an episode of "Scene Change," a podcast of the National
Federation of the Blind Performing Arts Division. Leslie Hamric, a cellist, and
Julia LaGrand, a violinist, discuss their training, their aspirations, and their
challenges as blind performers. On February 15 Julia, an eleventh-grader, was
featured on</em> From the Top<em>, a syndicated program that is broadcast on
National Public Radio. You can hear the program at <a
href="https://fromthetop.org/show/show-395">https://fromthetop.org/show/show-395</a>.
The interview below was conducted by Lizzy Muhammad-Park, secretary of the Performing
Arts Division.</em></p> <p><em>Introduction by Lizzy Muhammad-Park:</em> We're
fortunate to have one of our board members here today. She is a cellist and a
Federationist from Illinois, Leslie Hamric. We also have one of our newest members
of the Performing Arts Division, a violinist from the great state of Michigan.
Julia LaGrand is a high school student who has been playing violin since age
five—am I right?</p> <p><em>Julia LaGrand:</em> Yes, I started playing
violin at five. My sister began cello at around the same time. She's four years
older than I am, and she's currently a cello performance major at the University
of Michigan. Our parents are pretty musical. My mom played a lot of piano in high
school and college, and she invested a lot in helping us become more musical.</p>
<p><em>Lizzy Muhammad-Park:</em> Do you play piano as well as violin?</p>
<p><em>Julia:</em> I played piano for two years when I was very young and for two
years in middle school. I did a lot of jazz piano, and then I transferred to violin
jazz. I don't do much jazz anymore. I'm mainly classical now.</p> <p><em>Lizzy:</em>
Leslie, I read that you met your husband at a summer music program. Tell us a bit
about that.</p> <p><em>Leslie Hamric:</em> I met my husband at the Meadowmount
School of Music, which is a seven-week summer program in Westport, New York. He
was a graduate assistant at the camp, so he was assigned to help the new students
out. It started out that he was my reader, and he helped explain some of our
teacher's methods. That was in the year 2000, and as they say, the rest is
history.</p> <p><em>Lizzy:</em> As I understand it, you would have a reader play
the music, and you would listen to it on a recording and learn it that way.</p>
<p><em>Leslie:</em> I had two graduate assistants when I was an undergraduate at
Northern Illinois University. Both of them were cellists. One of them would play
the piece and record it, calling out fingerings, bowings, and dynamics. When I
got to Meadowmount, my teacher, Tanya Carey, said, "No, you're going to learn to
do this yourself. You have the music." She was pretty insistent about not letting
anyone record anything for me. I felt like my world had turned upside down! But
it was the best thing she could have done for me. Now I can pick up a piece of
music and learn it without any assistance.</p> <p><em>Lizzy:</em> And you can
interpret it how you want. That's the power of Braille music! Julia is actually
one of your Braille music students. Julia, how's it going, learning Braille music?
How experienced are you with it?</p> <p><em>Julia:</em> I began learning Braille
music when I was very young. I was self-taught out of some books, with some
assistance from my mother. I didn't use Braille music much for violin. I used it
some for piano because my piano music was very simple. But really those skills
sort of languished. Then recently I read an article by Leslie in the <em>Braille
Monitor,</em> and I got inspired to work on Braille music again. It was pretty
difficult at first, but it's been amazing! It's incredible to actually read what
I'm playing and not just listen to other people playing it, not to depend on other
people's imprecise interpretations. At my fingertips I have exactly what the
composer wrote. It really enhances my ability as a performer to be able to convey
what is supposed to be conveyed and to make my own artistic decisions. I look
forward to how Braille music will improve my performances.</p> <p><em>Lizzy:</em>
What made you choose the violin?</p> <p><em>Julia:</em> It was offered to
me—that's the simplest answer. My mother asked me if I would like to play
music, and she suggested the violin. I didn't know much about it—I was five
at the time!—but I really wanted to play music, so I got started.</p>
<p><em>Lizzy:</em> What was it like for you, starting so young, and as a blind
child? Did you ever face any discrimination from a teacher?</p> <p><em>Julia:</em>
Only in the past few years have I thought about my blindness in relation to my
music. I always knew I was using some adaptive techniques, but my teachers were
extremely accommodating. I was fortunate to have really great teachers, so blindness
was never really an issue.</p> <p><em>Lizzy:</em> How about you, Leslie? How did
you decide to play the cello, and did you run into any discrimination?</p>
<p><em>Leslie:</em> I started playing cello when I was eight. My mom suggested
the cello because my brother already was playing violin. My brother and I used to
play duets. We would put on concerts on Saturday nights for our parents. We called
them mini-concerts, and it was a lot of fun. I'd already been playing piano for
two years when I started cello. Then when I was fourteen I started voice.</p>
<p>When I was a senior in high school I decided I wanted to major in cello. I
loved the sound of the cello—it really clicked with me. I felt like it was
a part of me, and I still feel that way.</p> <p><em>Lizzy:</em> Did anyone ever
try to discourage you?</p> <p><em>Leslie:</em> I was fortunate to have really good
teachers. When I was sixteen I auditioned for the Chicago Symphony Youth Orchestra.
At that time I was starting to have tendinitis, and it wasn't going away. When I
auditioned, the person who heard me play said, "If you don't relearn your technique,
in a year or two you're not going to be able to play anymore." He ended up taking
me on as a student.</p> <p>My first cello teacher taught me to play expressively,
but I was always very tense. This new teacher, Wyatt Sutherland, made me relearn
my technique. I had to change everything—how I sat, how I held the cello,
even the way I positioned my feet on the floor. It was tough, but it was well
worth it!</p> <p><em>Lizzy:</em> What's your first memory of the cello?</p>
<p><em>Leslie:</em> My aunt got me a record of Yo-Yo Ma playing the First and
Second Bach Suites for Unaccompanied Cello. I remember thinking, "I want to play
like that!"</p> <p><em>Lizzy:</em> How about you, Julia? What's your first memory
of the violin?</p> <p><em>Julia:</em> I clearly remember bits and pieces of my
very first violin lesson. I remember being thrilled to be starting! I think my
first memory of the sound of the violin was when I was considering a new half-size
violin. I was moving up from a quarter-size to a half-size. I remember trying out
several new violins and being overwhelmed by the beauty of the sound. It was an
amazing experience!</p> <p><em>Lizzy:</em> Julia, tell me about your first experience
playing with an orchestra.</p> <p><em>Julia:</em> I started playing in a youth
orchestra through a local music school when I was in third grade. It was a cool
experience to play with such a large body. But this brings to mind a story about
being denied a concert master position. I remember very clearly the conductor
saying, "Her audition was the best, but she can't sit first [chair], we can't do
that." That was probably my first major encounter with discrimination.</p>
<p><em>Lizzy:</em> What was the reasoning behind that? What would your duties
be?</p> <p><em>Julia:</em> You're supposed to present as very competently applying
all the correct bowings and notes and rhythms, and you're supposed to lead to some
extent. I think she had some concern that I couldn't fulfill that role. The next
year she changed her mind, and I was able to play first chair.</p> <p><em>Lizzy:</em>
It's great that you were able to get your rightful place. How about you, Leslie?
What's your earliest memory of playing in an orchestra?</p> <p><em>Leslie:</em>
I remember the first rehearsal, everybody playing together. I had learned some of
the music ahead of time with my teacher recording it so I could play it back. I'd
have the recorder on during the whole lesson. She'd play a phrase, and I'd play
it back. At the orchestra rehearsal I remember thinking, "This is so cool when
you put everybody together!" It sounded so beautiful and so full and warm! My mom
always said I never wanted to leave rehearsal. She had to fight with me to go home
because I didn't want to leave.</p> <p><em>Lizzy:</em> I suspect that somewhere
out there is someone who thinks that blind people can't keep up with an orchestra.
What tips do you two have for keeping track of the music? What sound cues do you
listen to? What alternative techniques are you using when you're on the stage?</p>
<p><em>Julia:</em> Most of my experience is as a solo performer or a performer
with small chamber groups, although I've also done a fair amount of orchestra.
One thing I have found particularly challenging as a blind musician is figuring
out a lot of things about stage presence. As a soloist I have to figure out how
to move my body in a way that is conducive to the music and not distracting. I
don't have the experience of watching other performers to see how they move their
bodies to convey certain things. It's something I've worked on a lot with my
teacher. It's easy to get bogged down and feel like it's impossible! I think it's
important to use the resources around you and keep trying to improve that skill,
even though it might feel daunting. It's quite a lot to work through, but it's
really important, and I think it's possible. You can do wonderful things with it,
but you have to keep trying.</p> <p>As a chamber musician, I've worked a lot on
communication with other participants in the chamber group. Both blind and sighted
musicians learn to focus on the breathing of their fellow musicians. Blind musicians
particularly can benefit from really, really listening to the breathing of their
colleagues. Often people say, "Look at that person to know what's happening," but
there's a lot you can get by listening to their breath, and also just picking up
the atmosphere. There are lots of ways to communicate with colleagues that don't
require sight.</p> <p><em>Lizzy:</em> How about you, Leslie? What techniques have
you learned from your years of playing?</p> <p><em>Leslie:</em> Lots and lots of
listening! I can't emphasize it enough! Another thing is counting, but if you have
to count sixty measures you're going to get very bored!</p> <p>When I learn a new
piece, the first thing I do is get a recording on YouTube or iTunes. I listen to
it over and over again. By the time I get my Braille music from the transcriber
I pretty much know the piece backward and forward and upside down. If I have to
sit out sixty measures, just waiting, I'm not going to count measures! I'll be
listening for a sound cue. Is it the winds? Is it the first violin? Is it the
percussion?</p> <p>Another thing that helps me—in rehearsal I get some
verbal cues from my stand partner. For instance, if we all have to come in at the
same time, she'll whisper, "He's getting ready!" She'll whisper very quietly so
nobody else can hear her.</p> <p>As blind musicians we come to rehearsal well
prepared. We have to memorize everything, whether we're learning from recordings
or from Braille music. The way we take in the notes is different if we read the
music as opposed to learning from a recording, but we still have to have the music
in our heads when we perform.</p> <p><em>Julia:</em> With a lot of the more
complicated things I've done in youth orchestras, I've relied heavily on the
recording of the full orchestra part. In terms of solidifying memorization, that's
been very useful! One thing I've done, I'll take recordings and slow them down as
I work on the memorization process. That's been a very useful trick.</p>
<p><em>Leslie:</em> I agree. I often turn up my Alexa to Volume 10 and play with
the piece.</p> <p><em>Lizzy:</em> One of our members asked how you keep your bow
straight. I think that's especially hard at the beginning.</p> <p><em>Julia:</em>
>From my experience, it's not just at the beginning! It's a constant journey. It's
about listening for the perfection of the sound. There's a certain sound when your
bow is even slightly crooked. You can tune in to what that perfect sound is, and
that's hugely important to figuring out whether your bow is straight. I also think
there's a feeling in the fingers. You can kind of feel the straightness of the
bow. When you are on the perfect path, there is a balancing of the fingers. It
only occurs when the bow is perfectly straight.</p> <p>When I've worked on it I
have used sighted help, especially about two years ago when I started diving deeper
into this area. I need to know when my bow is straight so I can memorize what
straight feels like. I used a fair amount of sighted help at the beginning of that
journey, but now I know the clues myself.</p> <p>I think sighted musicians also
have different ways of knowing whether the bow is straight. They might look in a
mirror or look in their Zoom cameras. Sight might make the task approachable in
a different way, but it's difficult for sighted people, too.</p> <p><em>Leslie:</em>
My teacher at Meadowmount had a really cool trick called "T for Tone." She showed
me that when your bow is straight on the cello, it looks like a letter T formed
with the string and the bow. The sound opens up—it's kind of like a flower
that blooms. The sound gets louder and fuller, and you don't have to work so hard!
It's all about the weight of your arm and letting the string hold you up. If the
bow isn't straight you have an X between the bow and the string, and it sounds
very different. It sounds quieter. It sounds scratchier. With my students I can
say, "I think I hear an X. Where's your T? Find your T." I say that to my
son—my ten-year-old son, Michael, is a cellist.</p> <p>I also can tell a
person's position when they're out of tune. Maybe the left elbow is too low, or
the hand isn't balanced. It's something I've had to learn to listen for.</p>
<p>When I'm teaching I've had to minimize my touch, how often I touch a student.
At first I didn't realize how much I could get from hearing, but the ability is
only getting stronger.</p> <p><em>Lizzy:</em> So you can tell all these things by
listening to your students? That's really cool!</p> <p><em>Leslie:</em> I might
say, "Is your wing up?" meaning, "Is your elbow up?" The student corrects it, and
all of a sudden the note's in tune! It works great with my fourteen-year-old
student whom I'm teaching online, but it might be harder with a younger student.</p>
<p><em>Lizzy:</em> It's good that you started using less tactile feedback with
your students, now that you're teaching online.</p> <p><em>Julia:</em> Obviously
I don't have experience teaching, but I can attest to the importance of intonation
and being able to tell when things are out of tune. When I practice I think about
how I would address a problem in a student.</p> <p><em>Lizzy:</em> Is that what
you want to do, Julia? Do you want to be a violin teacher?</p> <p><em>Julia:</em>
I definitely want to be something related to professional violin playing, but
right now I'm geared toward performance. I can definitely imagine teaching as a
supplement, or maybe even as my primary career. I still don't know.</p>
<p><em>Lizzy:</em> I would be remiss if I didn't mention Leslie's credentials.
Where did you study?</p> <p><em>Leslie:</em> I received my undergraduate degree
in cello performance from Northern Illinois University, and I have a master's
degree from Eastman School of Music in Rochester, New York. I also completed the
coursework for music therapy at Western Illinois University, but I didn't do the
internship. In addition to teaching I perform with the Elmhurst Symphony.</p>
<p><em>Lizzy:</em> We're so lucky to have these two amazing performers with us
today! They both have many accolades, and many more to come. Do either of you have
any final advice for blind string players?</p> <p><em>Julia:</em> I think the most
important thing I have to say is to reiterate what Leslie said earlier about the
power of listening. It's crucial for blind musicians and for all musicians! It's
wonderful to embrace that as much as possible.</p> <p>I've been fortunate to have
wonderful teachers who have worked to adapt things for me. I know not all teachers
will do this. I encourage blind musicians to seek out teachers who are willing to
teach adaptively.</p> <p><em>Lizzy:</em> Leslie, what final advice do you have
for our listeners who might be interested in playing the strings?</p> <p><em>Leslie:</em>
I would say you should learn Braille music at an early age, preferably when your
sighted counterparts are learning to read music, so you don't have to play catch-up.
Follow your dreams. If you run into a teacher or colleague who is doubtful about
your abilities, try to educate first. If you get someone who doesn't want to learn
from you, then they're not worth your time. Keep moving forward, and you'll find
what you need eventually.</p> <p>When you go to an audition, be as prepared as
possible. Go in with confidence. The rest is out of your hands. As long as you
know you've done the best you can, that's what counts.</p> <p><em>Editor's Note:</em>
You can listen to the full episode of <em>Scene Change</em> at <a
href="https://youtu.be/2LD9dZ3H0wM">https://youtu.be/2LD9dZ3H0wM</a>. For more
information about the Performing Arts Division, please visit <a
href="http://www.nfb-pad.org">www.nfb-pad.org</a>.</p> <p>[PHOTO/CAPTION: Ann
Cunningham]</p> <p>[PHOTO/CAPTION: A hand draws a smiley face.]</p> <p>[PHOTO/CAPTION:
Tactile drawings of smiley faces and sad faces.]</p> <h2 id="tactile-pictures-made-easy">Tactile
Pictures Made Easy </h2> <p>by Ann Cunningham</p> <p><em>From the Editor: Ann
Cunningham is a co-owner of Sensational Books, a company that creates tactually
accessible books and the Sensational BlackBoard, a raised-line drawing board.
Currently she is focused on publishing a collection of books that are designed to
introduce young children to tactile graphics.</em></p> <p>Over the past twenty
years I have talked with a lot of people about the importance of pictures. Images
are an ever-present form of communication in our world. Yet blind children seldom
have access to even a few tactually illustrated books. While their sighted peers
are bombarded with images that amuse and inform, getting images into the hands of
blind schoolchildren remains a hit-or-miss proposition.</p> <p>Because blind
children grow adept at getting information from verbal descriptions, adults may
conclude that they really don't need access to pictures. I strongly believe that
a great deal of valuable incidental learning is missed when images aren't provided.
Verbal descriptions are highly subjective, and they often overlook the subtle
nuances that pictures provide.</p> <p>Let's examine an instance where people use
pictures to learn important information quickly and accurately. A road sign uses
arrows because they are unlikely to be misunderstood. How many times has a person
given you directions and said, "Turn right" when they meant "Turn left"? How often
does a person hear, "Turn left" and mistakenly turn right? It happens all the
time!</p> <p>This kind of miscommunication can lead to some unfortunate outcomes.
To minimize accidents, traffic signs depend on pictures to represent on and off
ramps, merging traffic, and curves. A road sign with a bold black arrow indicating
the road is going to turn to the right is unlikely to be misunderstood. But even
more information is being shown in the sign. Is it a slight right turn, a sharp
right turn, a Y in the road, or a U turn? This is all important information, and
a simple picture can give it to you quickly.</p> <p>Try to describe a sign that
shows a series of mountain curves. Probably you explained that there are three
curves in the road. Beyond the number of curves, did you describe the difference
in distances between the three curves? Did you think to explain how a large,
sweeping curve precedes two close, tight curves? How long did it take you to
organize your thoughts and describe the image?</p> <p>Regardless of how old a
person is, it is never too late to start using pictures. And a person is never
too young to start, either. So don't worry about age—this is going to be
fun!</p> <p>There are easily a million ways to make a tactile image, but I have
come up with some techniques that can quickly get you on the road to drawing
tactile pictures. Try out your own ideas as soon as they come to you!</p> <p>You
will need:</p> <ul> <li><p>One ball point pen—a stick or retractable medium
point. I buy packages of ten at the Dollar Store. Most likely any pen you picked
up at the bank or a hotel will work just fine. Be careful if you use your favorite
pen; you will be pressing hard, and you might damage the point.</p></li> <li><p>Heavy
paper, between 65 and 100 pounds. Card stock, cover stock, or Braille paper should
work fine. I use 65-pound white card stock. An office supply store will have a
variety of weights and colors. <a
href="https://www.officedepot.com/a/products/458621/Neenah-Bright-White-Premium-Card-Stock/">https://www.officedepot.com/a/products/458621/Neenah-Bright-White-Premium-Card-Stock/</a>
Braille paper works well, too. (90 to 100 pounds)</p></li> <li><p>Craft foam. A
local craft store will allow you to select one sheet of craft foam. Amazon only
sells it in packs, and you only need one sheet. 9” x 12” sheet of
craft foam: $0.99 <a
href="https://www.michaels.com/creatology-foam-sheet-6mm/M10390268.html?dwvar_M10390268_size=9%22%20x%2012%22&dwvar_M10390268">https://www.michaels.com/creatology-foam-sheet-6mm/M10390268.html?dwvar_M10390268_size=9%22%20x%2012%22&dwvar_M10390268</a></p></li>
</ul> <p>Armed with these three supplies you can introduce pictures into your
child's life. Let's start where kids' interests naturally are. Draw a baby's
face.</p> <p>Draw a circle about two inches in diameter. When you are creating a
drawing, make it large enough so that the features are not too close together. It
can be confusing for a small child to know where one feature stops and the next
begins if their fingers are touching them both at the same time. However, don't
draw the picture so large that it is hard to find all the parts. Just try something,
see what the problems are, and then fix them. Once children can talk you can
discuss your images and get clear on what is working for them and what isn't. You
will need to observe younger children to determine what they are able to understand.
If your child is very young, it may take a while before they even begin to notice
the pictures.</p> <p>For this simple smiley face two inches will do. The circle
does not need to be perfect. You can draw the shape freehand, but try to make it
smooth. The technique I suggest is to place your paper on the foam and draw the
circle by going over the line gently a number of times. This way the paper fibers
are encouraged to take on a new shape without ripping apart. When you flip the
paper over, you will have created a smooth raised line.</p> <p>If your circle is
smooth and easy to feel, move on to the eyes. But if the circle is lumpy or torn
or not clear to read with your fingers, try again. This is an acquired skill. With
a little bit of practice you can quickly learn how to handle the pen and make it
do what you want it to do. In fact, I always keep a piece of paper handy so I can
try out the next feature before I add it to the picture I want to keep—sort
of like a practice swing with a golf club.</p> <p>Draw two solid circles for the
eyes. This makes nice, smooth dots. Draw a small circle for the nose and a nice
curve for the baby's smiling mouth.</p> <p>If your child is fussy, you can draw
a fussy baby with an open mouth and tears running down their face! As you add more
details, be sure to enlarge the picture size to fit them.</p> <p>When you and your
child look at the picture together, point to the picture and talk about what you
are touching. Capture your child's attention by tapping where you want them to
touch. When they find the picture, give them a big cheer, "You found it!"</p>
<p>One day it will click. Be sure to refer back to your face and your child's face
when you attach words to the image with questions such as, "Where is the baby's
mouth?" "Where is my mouth?" "Where is your mouth?"</p> <p>You can view a short
video about creating tactile drawings at <a
href="https://youtu.be/-OZ6yEYEr08">https://youtu.be/-OZ6yEYEr08</a>.</p> <p>Search
for read-aloud infant board books and children's books on YouTube.com for inspiration.
Also check out books from the library and create some tactile images for your
child to explore as you read the story. <a
href="https://www.youtube.com/watch?v=qoSELY1CMuQ">https://www.youtube.com/watch?v=qoSELY1CMuQ</a></p>
<p><em>Hello Baby Faces</em> by Priddy Books is a very basic book that might
inspire you. Search for Mo William's books about a pigeon that gets into comical
situations. The illustrations use basic shapes very expressively.</p> <p>Look for
images that have simple forms. For instance, <em>Baby Shark</em> might already be
in your library. Trace an outline of one shark. Only add important details such
as the eye and teeth on that picture. A good second illustration could be the
shark family, showing the difference in size among the baby, mommy, daddy, and
grandparents.</p> <p>If you have a plastic or rubber model of a shark, you can
explore it and even put it in the tub at bath time. Talk about it being in water.
Then add some waves to the top of the picture of the baby shark! Now it is in the
water, too.</p> <p>You might want to color in the pictures so that you create
high-contrast images. Or better yet, give the colors to your child and let them
color inside and out of the lines! This can be a very socially engaging activity
that almost every kid enjoys.</p> <p>You can use crayons, colored pencils, or
permanent markers. (Water-based markers might wrinkle the paper, so test on your
scrap first!) You also can cut the basic shapes out of contrasting paper and glue
the images together. Be sure to watch your child as they play with collage books,
because there is a chance they will pull the book apart and put small pieces in
their mouth. Once your child has passed the stage where everything goes into their
mouth, you can determine when it is safe to add more embellishments to the
pictures.</p> <p>A lot of books have simple pictures for children. Use their style
to inspire a book picturing objects in your home that your child is familiar with.
In this way your child can start making the connection between real objects and
symbols, the simple images used to represent those objects. This is a critical
first step toward literacy.</p> <p>If your child is older, add Braille and pictures
to the books they already love to create a more engaging activity. Even if you
only add one picture to a book, it can spark more interactive engagement among
you, your child, the book, and the world your child lives in.</p> <p>Feel free to
contact me with your questions and ideas at <a
href="mailto:ann@acunningham.com">ann@acunningham.com</a>. You may visit my website
at <a href="http://www.acunningham.com">http://www.acunningham.com</a> or <a
href="http://www.sensationalbooks.com">http://www.sensationalbooks.com</a>.</p>
<p>[PHOTO/CAPTION: Rishika Kartik]</p> <p>[PHOTO/CAPTION: Two hands sculpt a face
with clay.]</p> <p>[PHOTO/CAPTION: A photo grouping: top left, hands create a bowl
from clay; top right, a small tray in the shape of a leaf; bottom right, a tall
vessel with two handles; bottom left, a collage of the other three photos]</p>
<h2 id="building-community-through-tactile-art">Building Community Through Tactile
Art</h2> <p>by Rishika Kartik</p> <p><em>From the Editor: Rishika Kartik leads
art activities as a volunteer at the Colorado Center for the Blind. She also
conducts art workshops with blind and low-vision students from the Colorado School
for the Deaf and Blind (CSDB) and in school districts across the state. In 2019
she received a two-year grant to expand her work from Arts in Society, a Colorado
foundation that supports arts programs in underserved communities. Rishika has
the distinction of being the youngest person ever to receive an Arts in Society
grant. At the time her grant was awarded she was fourteen years old! In this
article Rishika describes her work and the ways it enriches her life.</em></p>
<p>On a cool autumn night in 2008, the specks of color on my canvas ignited sparks
of passion within me. Painting a self-portrait in my home, I was enthralled by
the sleek lines on my canvas, the subtle fusing of hues, and the carefree whimsy
of the brush in my hand. Blank pages became a sea of possibility, and with every
stroke I became liberated to create a world of my own. Ever since then art has
become the way I connect with others, express myself, and make sense of the
world.</p> <p>I started volunteering with the blind and low-vision community in
2018. I was searching for a way to broaden my perspective and interact with diverse
individuals. Immediately, I fell in love with the sense of community at Anchor
Center for the Blind, the Colorado Center for the Blind, and the Colorado Center
for the Deaf and the Blind. I will proudly say that each blind individual I've
been fortunate to meet over the past two years has given me my vision and illuminated
insights I never would have considered. One of the most notable insights I have
gained is the importance of tactile art and accessible creative outlets. Art is
such an essential part of my life, yet I saw so many individuals being deprived
of it consistently.</p> <p>As a sighted artist, I realized that public perception
of art is unfortunately unidimensional. It became evident to me that tactile art
is just as important as visual self-expression. Visual art is ingrained within
every aspect of modern culture, from coloring books in early childhood education
and murals on street corners to museum visits and household paintings. Therefore,
making art more accessible and inclusive involves fostering community, developing
therapeutic approaches, sparking creativity, and encouraging holistic wellbeing.</p>
<p>When I started to incorporate tactile art into my volunteer work, the impact
was ubiquitous across cultures, age groups, and backgrounds. This revelation has
changed my life. It has empowered every aspect of my allyship.</p> <p>I am profoundly
grateful to the Colorado Center for the Blind and my inspiring mentor, Ann
Cunningham, for giving me the opportunity to become the president of the Tactile
Art Club in January 2020. Coordinating the Tactile Art Club completely revolutionized
the way I perceive art and allowed me to look at creativity in a multisensory,
nuanced way. What started as a small group of about five enthusiastic artists soon
grew exponentially in participation, with teachers of blind students, blind children
and teens, and allies of all ages coming together to explore new artistic
possibilities. At the end of February club meetings averaged around fifteen dynamic
participants. We focused on providing enriching creative experiences with ceramics,
using tools to create a variety of forms and textures.</p> <p>Due to the COVID-19
pandemic the entire structure of the club changed in March. Continuing to explore
tactile art remotely proved to be a previously unaddressed challenge. However,
that certainly did not stop the club from flourishing! The online format eventually
broadened participation from the local Colorado group to all parts of the country
and the world. We were thrilled to have twenty-eight participants join our December
Tactile Art Club meeting. The international community soon became vital to the
experience, as club members learned as much from the diverse participants as they
did from the media they used. While we were physically distanced, we became more
socially connected than ever.</p> <p>As I witnessed an international community
develop, I realized that art not only has aesthetic and practical functions, but
it brings socioemotional and cognitive benefits as well. Having the opportunity
to teach online also changed my concept of "works of art." In order to address
learning inequities and to ensure an affordable, equitable, and convenient experience
for everyone, we shifted from using traditional media to creating with household
objects. This development allowed us to experiment with a variety of intriguing
materials—paper, tinfoil, pipe cleaners, and more. It made me appreciate
the beauty of "ordinary" items in a new way.</p> <p>I am so appreciative of the
dedicated members of this club who have had a deep impact upon my view of
accessibility, creativity, and, broadly speaking, the way I interact with my world.
Meeting inspiring individuals through Tactile Art Club reinforced the importance
of this cause, impacting the virtual execution of my project, Vision of the Artist's
Soul. I am so thankful to Arts in Society for giving me a generous grant to create
a comprehensive Tactile Arts education program for blind and visually impaired
youth. Tactile Art Club has given me the confidence and experience to create
holistic education and artistic outlets virtually. It has also inspired me to
apply for further grants to reach more people and create new possibilities in this
field.</p> <p>These experiences also have motivated me to expand my work to other
facets of accessibility. The National Federation of the Blind has graciously
allowed me to start a Museum Accessibility Committee with blind and sighted industry
leaders. During our meetings we have discussed best practices for accessible
museums and inclusive public spaces. I began reaching out to local museums such
as the Denver Art Museum, Museo de las Américas, and the Museum of Contemporary
Arts, Denver, to partner with them and implement the insights I gained from the
NFB committee. Subsequently, I founded Touch and Create Studios, a program that
works one-on-one with museums to improve inclusivity and conducts workshops for
students of diverse ability levels. The Museum of Contemporary Arts generously
gave me the chance to conduct my first workshop for blind and low-vision youth,
featuring the practice of phenomenal blind artists such as Marguerite Woods and
Emilie Gossiaux. The workshops were an uplifting success, and I look forward to
implementing similarly inclusive programs with other museums and organizations.</p>
<p>Finally, I am thankful to have learned more about how best to be an ally to
this community and challenge my notions as a sighted person. I am so lucky to gain
more knowledge and grow with every experience. I attended the 2020 National
Federation of the Blind National Convention virtually and met a diverse group of
people with such solidarity, independence, and optimism. At the state convention
of the NFB of Colorado I was fortunate to conduct a pumpkin carving art studio
with Ann Cunningham. My time at both the national convention and the state convention
made me so grateful to be part of this community! I cannot thank the NFB of Colorado
and the Colorado Center for the Blind enough for welcoming me with open arms and
making me feel like a part of the Federation family.</p> <p>I also got the
opportunity to attend the 2020 Washington Seminar with the Federation to advocate
for legislative initiatives. That experience inspired me to pursue advocacy by
creating the design for the 2020 White Cane Day celebration and starting the social
media campaign, #MyCaneMyIndependence. The mission of #MyCaneMyIndependence is to
raise awareness for White Cane Day and to advocate for the right of individuals
who are blind and visually impaired to travel independently. It also aims to
celebrate the achievements of blind individuals and advocate for policies and
infrastructure to build a more accessible and inclusive society.</p> <p>Ultimately,
this year has taught me to approach my interactions through an abundance mindset
that aims to enrich the preexisting assets of a community instead of acting as a
"savior." I now know that solutions must be human-centric and must work directly
with the population that they are trying to benefit. I truly believe the blind
and visually impaired community has given me so much more than I could ever give
them, and I am thankful for the ability to see service and advocacy in a new
way.</p> <p><strong>ADVOCACY</strong></p> <p>[PHOTO/CAPTION: Briley O’Connor]</p>
<h2 id="the-art-of-fly-catching">The Art of Fly Catching</h2> <p>by Briley
O'Connor</p> <p>Reprinted from <em>Minnesota Bulletin,</em> Fall 2019</p> <p><em>From
the Editor: Briley O'Connor serves as vice president of the Metro Chapter of the
National Federation of the Blind of Minnesota. She works as an advocate for blind
students as a teacher and parent. In this article she shares some tips for working
with rehabilitation counselors. Her suggestions may be helpful in working with
professionals in any field.</em></p> <p>Being a student is hard. Balancing several
deadlines, plus figuring out what you want to do with the rest of your life can
be stressful. Add to that obtaining accessible textbooks, communicating with
professors about accommodations, acquiring assistive technology, and navigating
the confusing vocational rehabilitation system as a blind student, and you can
feel like you're juggling three truck tires while reciting the Declaration of
Independence. I have experience with this circus act as a blind college student,
a blindness rehabilitation professional, and a disability advocate.</p> <p>One of
the most important (and overlooked) allies you have through this process is your
vocational rehabilitation counselor.</p> <p>"But you don't understand," you say.
"I didn't get my notetaker on time."</p> <p>"I never hear from them." "My tuition
was paid late, and all of my classes were dropped."</p> <p>All of those things
have actually happened to many of my clients. That last one happened to me after
I transferred universities my junior year. I understand that working toward a
positive relationship with a counselor where one may not currently exist can feel
practically impossible. But my sweet Southern grandmother always says, "You'll
catch more flies with honey than vinegar." While I never understood why on earth
Meme wanted to catch flies, I have found that advice to be wise. Taking the time
to do these few things will go a long way toward establishing a good relationship
with your counselor, or improving a contentious one.</p> <h3 id="initiate-communication">Initiate
Communication</h3> <p>The bedrock of any solid relationship is communication.
Sadly, many students have a lot of ideas about what a counselor should be doing.
While students may not be entirely incorrect in their assumptions, what they are
often missing is their end of the bargain.</p> <p>Each state may operate somewhat
differently, but one commonality is that the counselor is the intermediary between
you and the people funding your services. When a problem arises, contact your
counselor immediately. Do not wait for someone else to do it for you. If there is
a gap in payment, the university is not going to call your counselor. The disability
resource center is not going to call your counselor. It is your job to call your
counselor. Letting a problem sit for an extended period of time before addressing
it does not show that you are being proactive.</p> <p>I recognize that when issues
arise it can cause anxiety, and you can feel overwhelmed. But try to approach your
counselor in that moment as your ally, not as your enemy. Even if a mistake on
their part led to the problem, approach them as calmly as possible, asking for
their assistance in coming up with a solution.</p> <p>If you show the initiative
to schedule a phone call or in-person meeting every six weeks with your counselor,
that goes a long way toward demonstrating that you take your education seriously.
You don't have to wait for these meetings to ask questions of your counselor, but
the meeting is a great time to update them on your academic progress. You can
discuss upcoming technology or training needs for the next semester and touch base
about anything you need to know to ensure your success. Take notes at these
meetings. Recap your notes in an email afterward to make sure you and your counselor
are on the same page about what was discussed. If you are invested in your success,
the other person in the relationship is a lot more likely to be invested, too.</p>
<h3 id="show-kindness">Show Kindness</h3> <p>This one is a lot easier said than
done, particularly in contentious situations, but the effort is worth it. Showing
kindness is not just about getting what you want or making the other person feel
good. It also engenders positive feelings within you about the other person.
Sometimes, in high stress situations like these, positive feelings are few and
far between.</p> <p>I was working with one client in Texas who was having a horrible
time receiving the technology she was promised. Her counselor was not returning
calls. Contacting the supervisor was not helping, and the semester was starting
in a few short weeks. In the midst of a call with this frustrated student, I asked
her, "Hey, when is your counselor's birthday?"</p> <p>Needless to say, this question
was met with icy skepticism to put it mildly, which I understood. But after some
convincing, the student asked around and found out that the counselor's birthday
happened to be in the next week. I somehow convinced her to send the counselor a
birthday card in print and Braille, including the counselor's name in Braille on
the envelope. My client had the technology she needed before school started, and
the door was opened for an improved relationship.</p> <p>Was it perfect because
of a birthday card? No. But it helped the student remember that the counselor was
a human being, not just someone making her life hard. It reminded the counselor
that this person was more than a number on her incredibly large caseload.</p>
<p>Kindness doesn't have to be complicated. Send a birthday card, write a thank-you
email when things are going smoothly, congratulate them on their professional
accomplishments. Even if initially you have to dig deep for nice things to say,
do the digging. Counselors are human beings with a lot on their plate just like
you. This is not an excuse for not doing the things that they should, but it is
a place of understanding and empathy you can operate from when you are feeling
angry and frustrated.</p> <h3 id="know-your-rights">Know Your Rights</h3> <p>When
people hear this one, they automatically assume that it has a confrontational
connotation, but it doesn't. Knowing your state's policies and procedures for how
technology is procured, how services are determined, and what the appeal process
is in the event that a decision is reached with which you disagree only helps you
feel equipped. If you know what to expect, what should be on your Individual Plan
for Employment (IPE), and how to justify the things you feel are necessary for
your success, you will be able to stay calm when things get difficult. Respect
yourself and your counselor enough to know your rights and responsibilities.
Discuss these openly with your counselor, ask for them in writing, and ask questions
when there's something you don't understand. This has the added benefit of equipping
you with the knowledge you would need in the unlikely event these tricks do not
work and the relationship does not work out.</p> <p>In all likelihood, if you
communicate, show kindness, and learn your rights, you'll establish a positive
working relationship with your vocational rehabilitation counselor that will last
you through your search for employment. These skills are transferable outside of
this context as well. Knowing how to work with people you don't necessarily like
is valuable, and learning how to like people you previously did not appreciate is
the true art of fly catching.</p> <p><strong>PERSPECTIVES</strong></p> <p>[PHOTO/CAPTION:
Kaylee Nielson]</p> <h2 id="a-climber-of-trees">A Climber of Trees</h2> <p>by
Kaylee Nielson</p> <p><em>From the Editor: "Live the life you want!" is our motto
in the NFB. In this article Kaylee Nielson explains how she approaches vision loss
as an adventure in a life that welcomes challenges. Kaylee won an NFB National
Scholarship in 2019. She is now a sophomore at Wellesley College in Wellesley,
Massachusetts.</em></p> <p>I was a tree climber as a kid. I would stand at the
bottom of trees that were five times my height, analyze the branches, and say, "I
got this," a mentality that caused worry lines on my parents' foreheads as I looked
down at them from twenty feet. I lived for the challenge, for the calloused hands
and scraped knees, and for seeing the world from a new perspective, looking out
from the treetops—what a rush of adrenaline!</p> <p>The older I got, the
less cool it became to define my identity as a tree climber. Perhaps in anticipation
of the day when my middle-school self would become too proud to tell the world
that I was a tree kid, I was given another path that offered many of the same
benefits. The summer before my seventh-grade year I lost my central vision, causing
me to become legally blind. Though not as much fun as standing in a treetop, this
new path also offered me challenge, scraped knees, and a new perspective on the
world.</p> <p>My vision loss was the result of a mutation on the ABCA4 gene, which
I had unknowingly inherited from my parents. Despite my attempts to memorize the
E chart and pretend that nothing had changed, my sudden inability to read my
textbooks, recognize my soccer teammates, or make eye contact with my parents made
it a little difficult to ignore what was going on. Though the journey ahead of me
seemed completely foreign, I soon learned that, unlike climbing a tree, in order
to conquer this new challenge, I was going to need help from anyone willing to
give it. The blind and low-vision community was quick to welcome me, and in time
I learned to welcome it back. I found people who could relate to what I was going
through, technology that made my schoolwork possible, researchers that have
dedicated their lives to finding a cure for my disease, and teachers who were
eager to support me in everything from accessibility to advocacy. I refused to
let my visual impairment define me, and, even more difficult, I found a way to
embrace this part of my narrative.</p> <p>Thanks to my vision loss, most of my
pride and grace went out the window a long time ago. I have fallen down stairs
and have been asked to read aloud in class by teachers who forgot I could not see
the page. I have failed presentations because I had to memorize every slide while
my peers could read off notecards. I have said "hi" to people who were not talking
to me but rather to the person next to me. But making a fool of myself so many
times has given me the courage to try new things, put myself out there, and become
the person I most want to be. I have found the confidence to walk tall, my white
cane in my hand.</p> <p>I am a tree climber, and I am blind, in that order. I am
the person who took the stairs just because you asked if I would prefer an elevator
when you saw my cane. I am the girl who does handstands against her bedroom walls
because it is fun. I am the person who sits down at the piano with my eyes closed
to make sure I can still play my favorite song, even if my vision degenerates
further and I lose my peripheral vision as well. I am the person who stands at
the bottom of a tree five times my height, analyzes the branches, and then looks
down at you from the top to wave and say, "I told you—I got this."</p>
<p>[PHOTO/CAPTION: Monica Wegner]</p> <h2 id="on-privilege-and-allyship">On
Privilege and Allyship </h2> <p>by Monica Wegner</p> <p>Posted on <em>The Student
Slate,</em> November 15, 2020</p> <p><em>From the Editor:</em> The Student Slate
<em>is an online publication of the National Association of Blind Students (NABS),
found at <a href="https://thestudentslate.wordpress.com">https://thestudentslate.wordpress.com</a>.
It covers a wide range of topics pertinent to the lives of students in secondary
school, college, and graduate studies. Monica Wegner is a third-year law student.
She serves as a NABS board member and chairs the NABS Diversity and Inclusion
Committee.</em></p> <p>In the diversity and inclusion space, we often use the term
<em>privilege</em>. It can apply to many things: race, gender, national origin,
even disability.</p> <p>I was part of a conversation about privilege recently in
which the discussion centered around white privilege. Someone in the discussion
let us know that they didn't feel they had any privilege because they worked for
everything they had achieved. The conversation made me think, maybe we need to
step back and explain exactly what we mean by "privilege." I hope to contribute
to that discussion through my own experiences as a blind student.</p> <p>Back
before COVID-19 when classes were held in person, I had a new professor in one of
my law classes. As participation was part of each student's grade in the class,
I occasionally raised my hand to signal that I wished to speak. Unfortunately, I
was never acknowledged by the professor in a way that I was able to understand.
It turned out that the professor used a visual means, eye contact, to signal to
a student that she wanted to hear from them. That did not work for me, because I
could not see the eye contact.</p> <p>My first recourse was self-advocacy. I
arranged to speak with the professor outside of class and informed her that I was
unable to engage fully with her communication style. I asked her whether she would
be willing to acknowledge me verbally in the class, and of course she agreed. But
old habits die hard, and the verbal acknowledgements never materialized.</p> <h3
id="so-what-exactly-is-privilege">So What Exactly is Privilege?</h3> <p>You will
find quite a few complex definitions of privilege out there, but the concept is
pretty straightforward. Privilege is "an unearned benefit or advantage that one
receives in society by nature of their identity" (Ebbitt). Identity includes, but
is not limited to, race, gender, socioeconomic status, national origin, and
disability.</p> <p>Though privilege signals that an inequality exists, having
privilege in no way makes one a bad person. As is readily apparent from the
definition above, we all can be said to have privilege in certain situations and
to lack it in others. It is what we do with the privilege we have that is
important.</p> <h3 id="using-our-privilege-to-empower">Using our Privilege to
Empower</h3> <p>I was not willing to approach my professor again on this issue,
nor did I feel that the matter was important enough to take it beyond the classroom.
But in that situation every sighted student in the room had a sort of
privilege—privilege they no doubt had no idea they even possessed. It turned
out, though, that another student noticed what was happening. That student started
catching the professor's eye and verbally redirecting the conversation when she
realized that I was seeking the floor.</p> <p>In that relatively low-stakes
situation, I realized that this student had used her own privilege to empower me.
We all can do this for others at times.</p> <p>On March 13, 2020, Breonna Taylor,
an African-American woman, was shot and killed in her home by police officers in
Louisville, Kentucky. Her killing sparked demonstrations in the Louisville area
that were widely attended by white and black protestors alike. According to
photographer Tim Druck, white protestors were asked to defend the space. A line
of white women locked arms, creating a barrier between police and black protestors.</p>
<p>Those women understood their privilege in that situation. They knew that white
women were likely to be treated very differently by police officers than people
of color. Indeed, the practice of whites protecting black protestors continued
throughout 2020. In one of the more famous examples, a group of white mothers
formed a "wall of moms" to protect people of color who were protesting in Portland,
Oregon.</p> <h3 id="action-requires-awareness">Action Requires Awareness</h3>
<p>As a blind person, I have experienced a different kind of intervention. It
happens when a well-meaning individual attempts to act or speak for me in a
situation where I can act for myself. I can illustrate this experience through a
simple example. I am in a restaurant with a sighted colleague, and I want to order
a beverage. I might ask my colleague whether they would be willing to catch the
eye of our server. Once this happens, one of two outcomes normally takes place.
My colleague might order a beverage on my behalf. Alternatively, they might realize
that they did all they needed to do by summoning the server. From there they might
allow me to order my own beverage.</p> <p>As blind people, we strongly prefer the
latter outcome. Likewise, when we are called upon to be an ally, it is important
that we practice awareness.</p> <p>Awareness is one of the most difficult skills
to develop when thinking about privilege. It requires us to look at the world
through a different lens, one other than our own. Being blind comes with inequities
in employment, education, and even social tasks such as ordering a beverage.
However, identifying with a gender binary also provides us with advantages, such
as the ability to use a restroom appropriate to our gender identity. Recognizing
the inequities that exist for ourselves is easy. Recognizing the advantages we
have relative to others is quite the opposite.</p> <h3 id="takeaway">Takeaway</h3>
<p>As members of the National Federation of the Blind, we have privilege, too. If
blindness is our only disability, we have a unique opportunity to create spaces
for those for whom that is not the case. If we are cisgender, white, or male, we
have similar opportunities to recognize those of us who are not.</p> <p>To be an
ally is to use the privilege we have to advocate for another. But as you read
above, it is not easy. I can only imagine the fear those women in the Wall of Moms
must have felt. But it is so much better than imagining the alternative.</p> <h3
id="getting-involved">Getting Involved</h3> <p>The NABS Diversity and Inclusion
Committee strives to make the National Association of Blind Students a welcoming
place for all who wish to participate. If you would like to get involved in this
work, please join our group chat.</p> <h3 id="reference">Reference</h3> <p>Kathleen
Ebbitt, "Why It's Important to Think about Privilege—and Why It's Hard,"
Global Citizen, February 27, 2015, <a
href="https://www.globalcitizen.org/en/content/why-its-important-to-think-about-privilege-and-why/">https://www.globalcitizen.org/en/content/why-its-important-to-think-about-privilege-and-why/</a></p>
<p><strong>WHAT'S NEW?</strong></p> <p>[PHOTO/CAPTION: Carla McQuillan presents
Adrienne Shoemaker with the 2019 Distinguished Educator Award.]</p> <h2
id="the-2021-distinguished-educator-of-blind-students-award">The 2021 Distinguished
Educator of Blind Students Award</h2> <p>by Carla McQuillan</p> <p><em>From the
Editor: Carla McQuillan is the president of the National Federation of the Blind
of Oregon and a member of the NFB national board of directors. She is the owner
and executive director of Main Street Montessori Association, operating two
Montessori schools. She also chairs the Distinguished Educator of Blind Students
Award Committee.</em></p> <p>The National Federation of the Blind will recognize
an outstanding teacher of blind students at our 2021 National Convention, taking
place from July 6 through July 10, 2021. The winner of this award will receive
the following:</p> <ul> <li><p>A check for $1,000</p></li> <li><p>A commemorative
plaque</p></li> <li><p>A place on the agenda of the annual meeting of the National
Organization of Parents of Blind Children to make a presentation regarding the
education of blind children, and</p></li> <li><p>The opportunity to attend seminars
and workshops that address the current state of education of blind students, as
well as a chance to meet and network with hundreds of blind individuals, teachers,
parents, and other professionals in the field.</p></li> </ul> <p>The education of
blind children is one of the highest priorities of the National Federation of the
Blind. We are committed to offering and supporting programs that enhance educational
opportunities for blind children throughout the country. Please help us recognize
dedicated and innovative teachers who provide quality education and meaningful
experiences and opportunities for their blind students.</p> <p>Q: Who is eligible
for this award?</p> <p>A: Anyone who is currently a teacher, counselor, or
administrator of programs for blind students.</p> <p>Q: Does an applicant have to
be a member of the National Federation of the Blind?</p> <p>A: No, but attendance
at the NFB National Convention is required.</p> <p>Q: Can I nominate someone else
for this award?</p> <p>A: Yes. Applicants can be nominated by colleagues, parents,
supervisors, or friends who have firsthand knowledge of the individual's work with
blind students.</p> <p>Q: How would I apply?</p> <p>A: You can fill out the
application at the end of this article or find it on our website at <a
href="https://nfb.org/images/nfb/documents/pdf/distinguished-educator-of-blind-students-award-form-fillable.pdf">https://nfb.org/images/nfb/documents/pdf/distinguished-educator-of-blind-students-award-form-fillable.pdf</a></p>
<p>Q: What is the deadline to submit an application or make a nomination?</p>
<p>A: All applications must be received no later than May 1, 2021.</p> <p>Please
complete the application and attach the required documents specified in the
application. If you are submitting a nomination for someone other than yourself,
please answer the questions to the best of your ability. Your experience and
observations of the nominee will assist the selection committee in their decision.</p>
<p>Questions? Contact Carla McQuillan at 541-653-9153 or by email at: <a
href="mailto:president@nfb-oregon.org">president@nfb-oregon.org</a>.</p> <h3
id="national-federation-of-the-blind">National Federation of the Blind</h3> <h3
id="distinguished-educator-of-blind-students-award">Distinguished Educator of
Blind Students Award</h3> <h3 id="application">2021 Application</h3> <p>Deadline:
May 1, 2021</p> <p>Name: _______________________________________________________</p>
<p>Home Address: _________________________________________________</p> <p>City,
State, Zip: _________________________________________________</p> <p>Phone: (H)
____________________ (W) ____________________________</p> <p>Email:
______________________________________________________</p> <p>School:
______________________________________________________</p> <p>Address:
_____________________________________________________</p> <p>City, State, Zip:
_________________________________________________</p> <p>Please list any awards
or commendations you have received.</p> <p>How long and in what programs have you
worked with blind children?</p> <p>In what setting do you currently work?</p>
<p>Briefly describe your current job and teaching responsibilities.</p> <p>How
would you describe your philosophy of blindness as it relates to the education of
blind students?</p> <p>What are your thoughts on teaching Braille and cane travel?
When and at what age would you begin? How do you determine whether to teach print
or Braille?</p> <p>What was your most memorable experience working with blind
students?</p> <p>Why should you be selected to receive this award?</p> <p>Email
is strongly encouraged for transmitting nominations; letters of support and other
relevant materials should be included as attachments. Applications sent by mail
and postmarked by the deadline will also be accepted. Send all material by May 1,
2021, to Carla McQuillan, chairperson, Teacher Award Committee, <a
href="mailto:president@nfb-oregon.org">president@nfb-oregon.org</a> or by mail to
522 65th Street, Springfield, OR 97478; 541-653-9153.</p> <h2
id="the-2021-braille-readers-are-leaders-winners">The 2021 Braille Readers Are
Leaders Winners</h2> <p>On December 1, 2020, enthusiastic readers began to log
the Braille pages they read as participants in the 2021 Braille Readers Are Leaders
contest. For the next seven weeks, until January 18, 2021, contestants kept careful
records of the Braille pages they read.</p> <p>Sponsored by the American Action
Fund for Blind Children and Adults in partnership with the National Organization
of Parents of Blind Children, the Braille Readers Are Leaders contest was created
as a way to encourage Braille literacy among blind children and adults. School-age
participants entered the contest in any of five categories: grades K-1, 2-3, 4-5,
6-8, and 9-12. The adult category was open to anyone beyond high school. Some 120
participants from twenty-eight states and Canada took part in the competition.</p>
<p>At the close of the seven-week reading period, contestants submitted their
reading logs. Based on the number of pages read, three winners were declared in
each category. First-place winners are awarded $25, second-place winners will
receive $15, and third-place winners and honorable mentions are awarded $10. Every
participant will receive a T-shirt and a packet of Braille-related gifts.</p>
<p>In addition to the regular competition, participants could be nominated to
receive a Breaking Reading Limits Award. These awards are given to readers who
face special challenges in their effort to master Braille reading. Such challenges
include, but are not limited to, being an English-language learner or having
disabilities in addition to blindness.</p> <p>For many participants the Braille
Readers Are Leaders contest was an inspiring challenge. "My son is so excited that
he is a winner," one mother wrote. "Thank you for all you do; it is because of
the NFB that he has these critical Braille-reading skills." "I am so proud of this
student!" wrote a teacher. "She is the most dedicated and consistent reader on my
caseload." The mother of a kindergartener wrote, "Thank you for encouraging kids
to read and love Braille."</p> <p>The top reader in this year's contest was Sierra
Carreiro, a high school student from Clarksville, Tennessee. Sierra read a staggering
8,461 Braille pages during the contest period.</p> <p>Following is a list by
category of the 2021 Braille Readers Are Leaders winners:</p> <h3 id="adult">Adult</h3>
<p>First Place: Judy Sanders, Minneapolis, MN, 3,902 pages</p> <p>Second Place:
Lori Parker, Belgrade, MT, 3,380 pages</p> <p>Third Place: Tara Chavez, Albuquerque,
NM, 2,597 pages</p> <p>Honorable Mention: Angela Randall, Carrollton, OH, 2,596
pages</p> <h3 id="grades-k-1">Grades K-1</h3> <p>First Place: Hank Genelin,
Springfield, VA, 2,409 pages</p> <p>Second Place: Mila Chow, San Ramón, CA,
1,074 pages</p> <p>Third Place: Emma McDermott, Dansville, NY, 380 pages</p> <h3
id="grades-2-3">Grades 2-3</h3> <p>First Place: Ellie Mason, Wausau, WI, 521
pages</p> <p>Second Place: Narjis Karimipour, New Orleans, LA, 496 pages</p>
<p>Third Place: Emma Atkinson, Lincoln, CA, 478 pages</p> <h3 id="grades-4-5">Grades
4-5</h3> <p>First Place: Nadiya Albrecht, Finksburg, MD, 975 pages</p> <p>Second
Place: Passion Augustus, Ruston, LA, 608 pages</p> <p>Third Place: Keaton Hamilton,
Newmarket, ON, Canada, 588 pages</p> <h3 id="grades-6-8">Grades 6-8</h3> <p>First
Place: Jonah Rao, Columbia, MD, 4,193 pages</p> <p>Second Place: Isaiah Rao,
Columbia, MD, 4,191 pages</p> <p>Third Place: Faith Switzer, Las Lunas, NM, 3,462
pages</p> <h3 id="grades-9-12">Grades 9-12</h3> <p>First Place: Sierra Carreiro,
Clarksville, TN, 8,461 pages</p> <p>Second Place: Holly Connor, Clayton, MO, 6,474
pages</p> <p>Third Place: Samuel Thurston, Chesapeake, VA, 3,282 pages</p> <h3
id="breaking-reading-limits-awards">BREAKING READING LIMITS AWARDS</h3> <p>Nadiya
Albrecht, Finksburg, MD</p> <p>Stella Alford, Indianapolis, IN</p> <p>Olivia Buck,
Bryant Pond, ME</p> <p>Noah Gohlke, Port LaVaca, TX</p> <p>Evie Hefty, Sparks,
NV</p> <p>Grace-anna Sullivan, Prescott, AZ</p> <p>Lily Taylor, Marysville, OH</p>
<p>Luis Villanueva, Kensington, MD</p> <p>Paul Wales, Silver Spring, MD</p>
<p>Congratulations to all of these winners! Braille readers are leaders!</p> <h2
id="the-american-action-fund-needs-your-help">The American Action Fund Needs Your
Help!</h2> <p>Between December 1, 2020, and January 18, 2021, some one hundred
and twenty blind children and adults took part in the 2021 Braille Readers Are
Leaders Contest sponsored by the American Action Fund for Blind Children and
Adults. Participants recorded their reading on Excel spreadsheets, competing
against one another and pushing themselves to build their Braille reading speed
and fluency. Cash prizes were awarded to first-, second-, and third-place winners
in each reading category (grades K-1, 2-3, 4-5, 6-8, 9-12, and adult). In addition,
each participant who submitted a reading log received a packet of Braille-related
gifts.</p> <p>The Braille Readers Are Leaders Contest is one of the many ways that
the American Action Fund for Blind Children and Adults works to enrich the lives
of blind people in the United States. For more than a century the American Action
Fund has brought Braille to thousands of blind children and adults. The Action
Fund ships free books each month to any blind or deaf-blind child who wants them.
<em>Future Reflections</em> is supported by the American Action Fund in partnership
with the National Organization of Parents of Blind Children (NOPBC).</p> <p>If
you enjoy receiving <em>Future Reflections,</em> if your child receives Braille
books through programs of the Action Fund, or if you have benefited from other
programs of the Action Fund over the years, we humbly ask for your help.</p> <p>You
can donate online to the American Action Fund by visiting <a
href="https://actionfund.org">https://actionfund.org</a>, or you can send a check
made out to American Action Fund, 1800 Johnson Street, Baltimore, MD 21230.</p>
<p>Your gift will make a real difference. Please help by giving a tax-deductible
gift so the American Action Fund can continue to provide Braille books to children,
publish <em>Future Reflections</em> for parents and teachers, and more.</p> <h3
id="join-our-legacy-society">Join Our Legacy Society</h3> <p>Often the simplest
and most significant way to make a charitable contribution is to plan to give a
legacy gift. It is easier than you might think. You can plan to give all or part
of a bank account, insurance proceeds, investment assets, real estate, or a
retirement account. You can even give a required minimum distribution from your
IRA directly to charity and avoid taxes on that money. After providing for your
loved ones, you can bequeath a specific dollar amount or percentage of your estate
to an organization whose mission is important to you. Your bequest carries with
it the values and ideals that have been important to you throughout your lifetime
and supports an organization whose mission you hold dear.</p> <p>In addition,
planning for a legacy gift may reduce the total amount of your taxable estate,
which can have a positive impact on any amounts you have designated for your
heirs.</p> <p>The American Action Fund for Blind Children and Adults Legacy Society
honors and recognizes the generosity and the vision of special friends of the
Action Fund who have chosen to leave a legacy through a will or other planned
giving option.</p> <p>If you wish to give part or all of an account, simply fill
out a P.O.D. (payable on death) or T.O.D. (transfer on death) form. For pensions
and insurance assets, simply designate a charity as a beneficiary. If you would
like to leave a legacy to the Action Fund in your will, please include the following
language:</p> <p>"I give, devise, and bequeath unto the American Action Fund for
Blind Children and Adults, 1800 Johnson Street, Suite 100, Baltimore, Maryland
21230, a Maryland nonprofit corporation, the sum of $______________ (or) _________
percent of my net estate" or the following stocks and bonds: ____________________,
to be used for its worthy purposes on behalf of blind persons."</p> <p>If you have
any questions or would like more information, please reach out to Patti Chang at
410-659-9315. If you have included the American Action Fund for Blind Children
and Adults in your will or have made some other provision for a future gift to us
and would like to tell us about it, please contact Patti so we can recognize you
as a member of our Legacy Society.</p> <h2 id="summer-youth-programs">Summer Youth
Programs</h2> <p>by Pam Allen, Julie Deden, and Jennifer Kennedy</p> <p>As many
of you are reading this, it may be cold and snowy where you are, but we are thinking
ahead to the sun and warmth of the summer! Summer will be here before we know
it, and we are excited to provide virtual opportunities for learning and growing
and connecting at the three NFB training centers. Please contact us to learn about
dates and plans for specific programs.</p> <p>Louisiana Center for the Blind</p>
<p>101 S. Trenton St.</p> <p>Ruston, LA 71270</p> <p>Contact: Pam Allen, <a
href="mailto:pallen@louisianacenter.org">pallen@louisianacenter.org</a></p>
<p>Colorado Center for the Blind</p> <p>2233 W. Shepherd Ave.</p> <p>Littleton,
CO 80120</p> <p>Contact: Julie Deden, <a
href="mailto:jdeden@cocenter.org">jdeden@cocenter.org</a></p> <p>BLIND Inc.
(Blindness: Living in New Dimensions)</p> <p>100 E. 22<sup>nd</sup> St.</p>
<p>Minneapolis, MN 55404</p> <p>Contact: Jennifer Kennedy, <a
href="mailto:jkennedy@blindinc.org">jkennedy@blindinc.org</a></p> <h2
id="announcements">Announcements</h2> <h3 id="scholarships">SCHOLARSHIPS</h3>
<p>NFB National Scholarships</p> <p><a
href="https://nfb.org/scholarships">https://nfb.org/scholarships</a></p> <p>Contact:
<a href="mailto:scholarships@nfb.org">scholarships@nfb.org</a></p> <p>Application
Deadline: Midnight EDT, March 31, 2021</p> <p>The annual scholarship program of
the National Federation of the Blind is the largest of its kind in the United
States. Every year more than $120,000 is awarded to blind scholars across the
United States and Puerto Rico in recognition of their achievements and professional
aspirations. Thanks to our generous partners thirty merit-based scholarships are
available, ranging from $3,000 to $12,000. All scholarships are awarded on the
basis of academic excellence, community service, and leadership. Scholarship
finalists must attend the NFB National Convention in July 2021, when the winners
will be presented with their awards. Scholarship winners have gone on to succeed
in careers ranging from computer science and engineering to civil rights law and
international diplomacy.</p> <p>Scholarship applicants must be legally blind in
both eyes; must reside in the United States or Puerto Rico; must be pursuing or
planning to pursue a full-time, postsecondary course of study in a degree-granting
program in the fall of 2021; and must participate in the entire NFB national
convention and all of its scheduled scholarship program activities.</p> <h3
id="bell-academy">BELL ACADEMY</h3> <p>The NFB once again is excited to be offering
our National Federation of the Blind BELL<sup>®</sup> Academy, In-Home Edition,
for the summer of 2021. BELL stands for Braille Enrichment for Literacy and
Learning, and for more than a decade BELL participants have enjoyed learning and
using Braille by following recipes, conducting science experiments, doing crafts
activities, reading stories, and more. This year students will be organized into
classes based on their prior knowledge of the Braille code, which means we will
be better able to offer challenging and fun content for Braille learners of all
levels. The NFB BELL Academy is appropriate for students ages four through twelve;
applications for the 2021 program are now open and available in English and Spanish
at <a
href="https://www.nfb.org/programs-services/nfb-bell-academy">https://www.nfb.org/programs-services/nfb-bell-academy</a>.</p>
<h3 id="braille-books">BRAILLE BOOKS</h3> <p><strong>Seedlings Braille Books for
Children</strong></p> <p><a
href="http://www.seedlings.org/bkangel2009.php">http://www.seedlings.org/bkangel2009.php</a></p>
<p>Through the Book Angel program blind and low-vision children in the US ages
birth to twenty-one are eligible for three free Braille books of their choice per
year from Seedlings. The child must be registered each calendar year to participate.
Orders will be filled as time and materials allow and will be sent as Free Matter
for the Blind through the US Postal Service.</p> <p><strong>Free Children's Braille
Book Club</strong></p> <p>National Braille Press</p> <p><a
href="https://info.nbp.org/cbbc-info">https://info.nbp.org/cbbc-info</a></p>
<p>Contact: 800-548-7323</p> <p>Since 1983 the Children's Braille Book Club (CBBC)
has been a subscription-based program through which National Braille Press sends
a new print/Braille picture book every month for a small fee. Thanks to a generous
matching program from the NewCo Foundation, NBP has started fundraising to kick
off a new chapter in the Children's Braille Book Club. In 2021 free one-year
subscriptions will be available to 125 eligible families. Members will need to
reapply each year. The CBBC program is available to blind children from birth to
age ten and to parents/legal guardians who are blind and have children ages birth
to ten. NBP hopes to make the Children's Braille Book Club free to all subscribers
in the next five years.</p> <h3 id="awards">AWARDS</h3> <p><strong>2021 Dr. Jacob
Bolotin Awards</strong></p> <p><a
href="https://www.nfb.org/programs-services/scholarships-and-awards/dr-jacob-bolotin-awards/application-information">https://www.nfb.org/programs-services/scholarships-and-awards/dr-jacob-bolotin-awards/application-information</a></p>
<p>Application Deadline: April 15, 2021</p> <p>The Dr. Jacob Bolotin Awards honor
individuals and organizations that are a positive force in the lives of blind
people. Winners break down barriers facing blind people in an innovative way,
change negative perceptions of blindness and blind people, and push past existing
boundaries to help blind people achieve new heights. An application may be made
directly by the applicant or by a third party. Each application requires an essay
describing the work or project to be recognized and must include at least one
letter of recommendation. Winners will receive a cash award and a handsome plaque
at the 2021 NFB National Convention.</p> <p><strong>2021 Schneider Family Book
Awards</strong></p> <p>On January 25 the American Library Association (ALA)
announced the recipients of the 2021 Schneider Family Book Awards that honor
authors or illustrators for their artistic expression of the disability experience
for child and adolescent audiences. Recipients are selected in three categories:
younger children, ages 0-8; middle grades (ages 9-13), and teens (ages 14-18).</p>
<p>Younger Children</p> <p><em>All the Way to the Top: How One Girl's Fight for
Americans with Disabilities Changed Everything,</em> by Annette Day Pimentel,
illustrated by Nabi H. Ali (Sourcebook eXplore</p> <p><em>Itzhak: A Boy Who Loved
the Violin,</em> by Tracy Newman, illustrated by Abigail Halpin (Abrams Books for
Young Readers)</p> <p><em>I Talk Like a River,</em> by Jordan Scott, illustrated
by Sydney Smith (Neal Porter Books/Holiday House)</p> <p>Middle Grade</p> <p><em>Get
a Grip, Vivy Cohen!</em> by Sarah Kapit, (Dial Books for Young Readers)</p>
<p><em>When Stars Are Scattered,</em> by Victoria Jamieson and Omar Mohamed,
illustrated by Victoria Jamieson (Dial Books for Young Readers)</p> <p><em>Show
Me a Sign</em>, by Ann Clare leZotte (Scholastic Press)</p> <p>Teens</p> <p><em>This
Is My Brain in Love,</em> by I. W. Gregorio (Little Brown and Company)</p> <h3
id="teaching">TEACHING</h3> <p>Teachers of Tomorrow</p> <p>The National Federation
of the Blind is excited to announce the Class of 2021 Teachers of Tomorrow. Teachers
of Tomorrow is an immersive professional development program that connects teachers
of blind and low-vision students to the lived experiences of blind people, equipping
participants with knowledge about the skills and attitudes that can help students
thrive in school and beyond. This list includes the student's name, the state they
come from, and the school they attend or from which they recently graduated. Meet
our 2021 Teachers of Tomorrow:</p> <p>Andrea Amestoy, Idaho, Texas Tech University</p>
<p>Megan Becker, West Virginia, Marshall University</p> <p>Kelsey Bink, Missouri,
Missouri State University</p> <p>Annie Biondi, Texas, Texas Tech University</p>
<p>Leslie Borton, South Carolina, University of South Carolina Upstate</p> <p>Madison
Caldwell, Georgia, University of Alabama</p> <p>Anne Marie Chambers, Missouri,
Missouri State University</p> <p>Rebecca Colagreco, Pennsylvania, Kutztown
University</p> <p>Danielle Driscoll, South Carolina, University of South Carolina
Upstate</p> <p>Stacy Lee Durant, California, San Francisco State University</p>
<p>Kaitlin Fleet, South Dakota, University of Northern Colorado</p> <p>Martha
Hazen, Maryland, University of Massachusetts</p> <p>Kyra Hoehn, California, San
Francisco State University</p> <p>Sarah Kassim, Louisiana, Louisiana Tech
University</p> <p>Rebecca Kirsch, Texas, Texas Tech University</p> <p>Jennifer
Macías, California, California State University/Los Angeles</p> <p>Jasmine
Motley, California, San Francisco State University</p> <p>Dorit Resnikoff,
California, San Francisco State University</p> <p>Sarah Scapardine, New Jersey,
The College of New Jersey</p> <p>Dori Senatori, Texas, Texas Tech University</p>
<p>Ashley Walley, Alaska, Stephen F. Austin University</p> <p>Helen Wright,
Massachusetts, University of Massachusetts</p> <h3 id="media">MEDIA </h3> <p>Described
and Captioned Media Program (DCMP)</p> <p><a href="http://www.dcmp.org">www.dcmp.org</a></p>
<p>DCMP supports families and educators with free remote learning resources.
Families and educators who have at least one child or student with a disability
can register for free membership and access over eight thousand captioned and
described educational videos. Teachers can create student accounts, group students
together, and assign videos to classes. Users can choose "Captioned" or "Described"
with the language/accessibility button found under the video player. Many videos
are available without registering. DCMP is funded by the US Department of Education
and administered by the National Association of the Deaf.</p> <h3 id="stories">STORIES</h3>
<p>Keiki Story Hour</p> <p>Contact: <a href="mailto:zoom@hawaii.nfb.org">zoom@hawaii.nfb.org</a></p>
<p>The NFB of Hawaii is restarting their Keiki (Children'ness) Reading/Story Time,
which will take place on the last Saturday of each month. Children across the
country are invited to join in the fun and read stories aloud to their friends
and families over Zoom. Contact the NFB of Hawaii for information about scheduling
and how to join.</p> </body> </html>